Communicative Language Teaching Unit 3 Communicative Language Teaching

Teaching Note 1. Check the homework “Technique Book”unit 5-6 Communicative language teaching 2. Students presentation for teaching with CLT （about 40m） 3. Class evaluation with the students’ work and the suggestions for the improvement 4. Summary of CLT 5. Outclass tasks： 1) Read“Technique Book”unit 8 2) Prepair Task-based language teaching approach

Contents Language Use in Real Life vs. Traditional Pedagogy Fostering learners Communicative Competence The Concept of Communicative Competence (Hymes) The Features of Communicative language Teaching Three Principles of Communicative Language Teaching The Implementation of Language Skills Communicative Activities—Littlewood Six Criteria for Evaluating Communicative Classroom Activities (Ellis) Practice

Language Use in Real Life vs. Traditional Pedagogy Their Differences In real life, language is used to perform certain commucative functions；In traditional pedagogy, the teaching focus is on form rather than functions. For various reasons, traditional pedagogy tends to focus on one or two language skills and ignore the others. In reality, language is always used in certain context，but traditional pedagogy tends to isolate language from its context.

Fostering Learners Communicative Competence The goal of CLT is to develop students’ Communicative Competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.

The Concept of Communicative Competence Four Aspects of Communicative Competence —Hymes 1) Knowing whether or not something is formally possible (grammatically acceptable), which is roghly equivalent to Chomsky' Linguistic Competence.

The Concept of Communicative Competence Four Aspects of Communicative Competence —Hymes 2) knowing whether something is understandable to human beings. 3) knowing whether something is in line with social norms. 4) knowing whether or not something is in fact done.

The Features of Communicative Language Teaching 1) It stresses the need to allow students opportunities for authentic and creative use of the language. 2) It focuses on meaning rather than form. 3) It suggests that learning should be relavant to the needs of students.

The Features of Communicative Language Teachong 4) It advocates task-based language teaching. Students should be given tasks to perform or problems to solve in the classroom. 5) It emphasizes a functional approach to language learning（i.e.what people do with language, such as inviting, apologizing, greeting and introducing, etc.）Also, to be competent in the target language，learners should acquire not only linguistic knowledge, but the culture of that language.

Three Priciples of Communicative Language Teaching （Richards and Rodgers 1986） 1）Communicative Principle 2）Task Principle 3） Meaningfulness Principle

The Implementation of Language Skills The translation of communicative competence in language teaching practice is to develop learners’ language skills, namely, listening, speaking, reading and wrinting.

Communicative Activities —Littlewood Functional Communicative Activities： ---Identifying pictures ---Discovering identical pairs ---Discovering seguences or locations ---Discovering missing information ---Discovering missing features

Communicative Activities —Littlewood --- Discovering secretes --- Communicating patterns and pictures --- Communicative models --- Discovering differences ---Restructuring story—seguences ---Pooling information to solve a problem

Communicative Activities —Littlewood Social interaction activities： ---Role play through cued dialogues ---Role play through cues and information ---Role play through situation and goals ---Role play through debate or discussion ---Large-scale simulation activities ---Improvisation

Criteria for Evaluating Communicative Classroom Activities—Ellis(1990) 1. Communicative purpose: The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake. 2. Communicative desire: The activity must create a desire to communicate in the students. 3. Content, not form: When the students are doing the activity, they must be concentrating on what they are saying, not how they say it. They must have some "message" that they want to communicate.

Criteria for Evaluating Communicative Classroo Activities—Ellis(1990) 4. Variety of Language: The activity must involve the students in using a variety of language，not just one specific language form. 5. No teacher intervention: The activity must be designed to be done by the students working by themselves rather than with the teacher. 6. No material control: The activity should not be designed to control what language the students should use.The choice about what language to use should rest with the students.

Practice Study the following sample activities. Put a tick（√）in the box if you think the activities meet the criterion. Put a cross（×）if you do not think so.

Activity 1 Read and Act：Practice similar dialogues. A：Excuse me.What is your full name please？ B：Jame Allan Green. A：Shall I call you James or Jim？ B：It doesn’t matter.It’s not important.but my friends call me Jim for short. A：OK, Jim. B：Excuse me. Are you a new student？ A：Yes, I am. B：Glad to meet you. what’s your name please？ A： B：

Activity 2 Work in pairs Student A：Use the questionaire below to interview your partner. Take notes on the lines. Student B：close your book. Listen to your partner’s questions and try to answer them according to your own situation. Questionaire 1. How long have you been learning English?____ 2.When did you begin？_____ 3.where did you begin learning English？____ 4.Have you taken any English examination？_____ 5. Do you speak English outside the class？_______

Pair Work：Ask your partner about yesterday. Activity 3 Pair Work：Ask your partner about yesterday. Example A: Where were you at 7 o’clock yesterday morning. B：I was on the way to school. Use these expressions: In bed, in the playground, at the shop, at school, at the cinema, at home ……

Activity 4 Listen to two students talking about their experiences of learning English. As you listen, fill in the two tables below with correct information. Student 1 Student 2 Name Age Place of birth When started Problems Now work in pairs. Tell your partner your own past experience of learning English. You can use questions like: When did you start？How did the English teacher teach？……

Activity 5 Writing practice A head teacher is speaking to a teacher in her school. "Next week we’re going to clean the school as follows：classroom Building 1 on Monday, Building 2 on Tuesday. The computer room and sound lab on Wednesday. The science labs on Thursday. The library and the Teachers’ Rooms on Friday. Please write a notice for the students and put it up. Thank you”. Work with your partner and write a large notice. Start like this: Classroom Building 1 will be…

Answer to the Practice Study the following sample activities. Put a tick（√）in the box if you think the activities meet the criterion. Put a cross（×）if you do not think so. criterion Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 1. Communicative Purpose × √ 2. Communicative desire： 3. Content，not form： 4. Variety of Language： 5. No teacher intervention： 6. No material control：

Thank you!