2014 Spring Semester- Week 6

Step One  Make a brief introduction of Communicative Language Teaching with a PPT (10 minutes) 1. Within a social context, language users needed to perform certain functions, such as promising, inviting, and declining invitations. 2. Students may know the rules of linguistics usage, but be unable to use the language. 3. Being able to communicate required more than linguistic competence, it requires communicative competence (Hymes, 1971)– knowing when and how to say what to whom.

4. Communicative language teaching (CLT) aims to broadly to make communicative competence the goal of language teaching. 5. The flexibility of CLT also means that classroom practices differ widely even when teachers report that they are practicing CLT. 6. There is no one single agree upon version of CLT.

Step Two  Activity 1: The teacher distributes a handout–a copy of a sports column from a recent newspaper about any event of NBA(10 minutes).  During the activity, the teacher has to ask students to read it and then underline the predictions of the report of an NBA competition. give students the directions in the target language. write down the predictions the students have found on the board. ask students to tell the more certain and less certain predictions. ask the students to use another ways to express the same predictions.

Step Three  Activity 2: The teacher displays the out-of-order sentences in the report article.(10 minutes)  During the activity, the teacher has to tell the students to unscramble the sentences. ask the students to compare what they have done with the original handout. ask if they agree with the reporter’s predictions. ask the students to work in pairs to write down their own prediction about the NBA competition. divide the class into small groups and teaches them to play a game about sports equipment and guess the sports that the students will play.

Step Four  Activity 3: The teacher reads a number of predictions and the students respond how probable they think the predictions are and why they believe so (10 minutes).  During the activity, the teacher has to discuss with students about the predictions.

Step Five  Activity 4: The teacher divides the students into groups of three and gives each group a picture strip story (10 minutes).  During the activity, the teacher has to give each group six pictures in a column on a piece of paper but no words. The pictures tell a story. ask the student with the story to show the first picture to the other members of he/his group, while covering the remaining five pictures. The other students try to predict the story.

Step Six  Activity 5: The teacher ask students that they will do a role play about their company emerging with another company and the students are divided into groups of four (10 minutes).  During the activity, the teacher has to ask the students to play different roles of employees and the employer and predict what will happen after the emerging of two companies. walk from group to group to answer questions and offer advice on what the groups can discuss. let the students have the opportunities to pose any questions and elicit some relevant vocabulary after the role-play.