1. Monika Rudnicka-Chadaj
Focus on speaking and listening as key factors of teaching English at 1st and 2nd level of education
Monika Rudnicka-Chadaj

2. Listening and Speaking Skills
Listening and speaking skills are the most difficult to develop for pupils.
To teach a second language if we do not use the correct method is difficult, so our own experience is important to help us find new strategies. This presentation has the purpose to present you with several ways to improve these specific skills, to make sure our pupils sure will be able to speak real English!.

3. Listening Comes First LISTENING SPEAKING READING WRITING
The first and the foremost communication skill that we learn in our lives is nothing but LISTENING
LISTENING
SPEAKING
READING
WRITING

4. Percentage of daily communication…
Areas of Study
Reading
Listening
Speaking
Writing
3rd
2nd
16%
30%
1st
4th
45% 9%

5. Basic Communication Skills Profile
______________________________________________
Communication Order Learnt Extent Used Extent Taught
____________________________________________
Listening First First Fourth
Speaking Second Second Third
Reading Third Third Second
Writing Fourth Fourth First

6. Active Listening Process
STEPS:
Hearing
Filtering
Comprehending
Remembering
Responding

7. Communication
What should be the main goal of an English language cousre?
To focus on developing students’ mastery of the the language form OR
To focus on developing students’ ability to effectively communicate for study, work or leisure

8. Features of using language for communication
We communicate because we want to or need to, NOT just to practise the language
Focus is on what we are communicating NOT on how we are communicating (ideas vs. language)
The language that is used is VARİED in grammar and vocabulary, NOT made of a single structure or a few structures and NOT normally repeated over and over again

9. Communication in the Classroom
If you want to encourage real communication in the classroom you need to
Establish English as the main classroom language
Try to use interesting topics and stimulating activities, which take the learners’ minds off the language
Real life events ( weather, the students’ cloths, their health and mood, pictures and realia brought to class)
Events in the world outside ( new films, a circus in town, national sports victory, the students’ families, etc.)

10. Don’t try to control what they say
Focus on fluency vs. accuracy
Support and encourage listeners in their efforts to communicate their ideas
Don’t try to control what they say
Don’t interrupt learners everytime they make a language mistake to correct them.

11. Listening Skills
Listening is not a ‘passive” skill but a “receptive” skill. It requires as much attention and mental activity as speaking.

12. Debates concerning the development of listening skills
Debates focusing on the nature of listening input
Whether or not listening should be made comprehensible for learners through simplification?
Debates focusing on the role of listening in the early ELT curriculum
Whether teachers should stress the importance of learners having a “silent period” in the early stages of learning and wait for “readiness” to produce the language

13. Debates on the role of listening for comprehension and development of oracy (the ability to understand and participate in spoken communication)
How can classroom practice rehearse the kinds of listening purpose and situation that learners will experience outside the classroom?
How can we help learners build confidence in dealing with authentic spoken English?
What kind of classroom procedures will develop listening ability?

14. What are the implications for the English Language Classroom?
Creating reasons for listening (motivate students)
Teachers need to ensure that learners experience a range of listening purposes, especially those that might be immediately relevant to their lives outside the classroom.
What purpose might there be for listening to this particular text?
Is that purpose similar to the purpose a listener might have in real life?
Does the task given to the learner encourage that listening purpose?

15. Skills that are practised
Which is more authentic?
Asking learners to listen to a short airport announcement to obtain information about a particular flight, as a passenger ? OR
Asking learners to listen for the details of four different flights ?
Skills that are practised
Listening for key words
Picking out relevant information
Retaining significant details

16. Designing listening activities for the classroom
The standard procedure used for listening activities are
Pre-listening stage
While-Listening stage
Post-listening stage

17. Pre-Listening stage The purpose of the pre-listening stage is to
Prepare the learners for what they are going to hear by
activating existing prior knowledge
Introducing the language which students will encounter
Objectives
Provide any information to help learners appreciate the setting and the role relationships between particiapnts

18. Activity types for the pre-listening stage
Predicting content from the title of a talk
Talking about a picture which relates to the text
Discussing relevant experiences
Discussing the topic
Answering a set of questions about the topic
Agreeing or disagreeing with opinions about the topic
Associating vocabulary about the topic
Predicting info about the topic
Writing questions about the topic

19. While-Listening Stage
Purpose of While-listening stage is
TO HELP learners understand the text
While learners listen they need to be involved in an authentic purpose for listening and encouraged to attend to the text more intensively

20. Post-Listening Activities
The purpose of post-listening activities is to help learners connect what they have heard with their own ideas and experience.
Helps learners to move easily from listening to another skill
which is ………
Speaking

21. Post-listening Activities
Give opinions
Relate similar experiences
Role-play a similar interaction
Write a brief report
Write a similar text
Debate the topic

22. Basics steps on listening
Hearing. Hearing just means listening enough to catch what the speaker is saying.
Understanding. The next part of listening happens when you take what you have heard and understand it in your own way.
Judging. After you are sure you understand what the speaker has said, think about whether it makes sense.

23. Implications for the English language classroom
Creating reasons for listening to motivate the students
Teachers need to ensure that learners experience a range of listening purpose.

24. ELT Methods
There are many methods of teaching languages based on two basic communication skills. Some have had their heyday and have fallen into relative obscurity; others are widely used now.
This presentation will cover only four major methods i.e:
Direct Method
Audio-lingual Method
Silent Way Method
Total Physical Response (TPR)

26. Grammar Translation Method
"a method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities."
---Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics. Pearson Education Limited. pp.231.

27. Conclusion
It is an easy method in which the child proceeds from the known to unknown.
It helps in building vocabulary and saves teacher labour, but it is an unnatural method and does not follow the natural order of learning a language. It neglects speech and teaches English by rules, not by use.

28. Background
Because the Grammar Translation Method emphasizes reading rather than the ability to communicate in a language, there was a reaction to it in the 19th century and there was later a greater emphasis on teaching a spoken language.

29. Characteristics Teachers' Role:
Teacher is the strict authority. Classes are teacher centered. 

30. Students' Role:
Students are the passive receivers of the new information. The teacher starts the activities and directs them. Students are supposed to memorize the rules and the new vocabulary with their meanings in their native language.

31. Interactions:
Very often “Teacher –Student” interactions occur.
Rarely “Student – Student” interactions also occur.

32. Culture: Vocabulary Teaching: Culture is limited to literature and
The most common vocabulary teaching technique is “the memorization of long lists of vocabulary with their equivalents in the students’ native language.
Culture:
Culture is limited to literature and
fine arts

33. Syllabus:
Structural syllabus (i.e., list of structures to be taught during the course) is used. The order of structures starts from the easiest.
Role of L1:
L1 (i.e., students’ native language) has an important function in teaching vocabulary and grammar. Since oral communication in the target language is not important, classroom instructions are given in L1.

34. Student’s Feelings It does not deal with student’s feelings

35. Objectives of GTM
To be able to read literature written in the target language
To be able to translate from one language to another
To develop reading and writing skill

36. Direct Method of Language Teaching
“Teach the Language Not About the Language”
“No Translation”
No Use of Native Language

38. Background
In the mid and late 19 century, Europe experienced a wave of increasing opportunities of communication, due to industrialization and international trade and travel.
The need was felt to develop oral proficiency in foreign languages.
Language teachers had already found Grammar-translation method inadequate and ineffective in developing 'communicative ability' in learners.

40. Theoretical Assumption:
Language can be learnt only through demonstration. Instead of analytical procedures of explaining grammar rules, students must be encouraged to use language naturally and spontaneously so that they induce grammar.

41. Theoretical Assumption:
The learning of second language is seen as parallel to the acquisition of the child's first language.
This method therefore emphasize the importance of sounds , simple sentences and direct association of language with object and person of immediate environment- the classroom, the home, the garden, etc.

42. Basic Principles
1. Classroom instruction is conducted exclusively in the target language. The teacher should demonstrate, not explain or translate.
NEVER TRANSLATE:
DEMONSTRATE

43. Basic Principles 2. Only everyday vocabulary and sentences are taught.
BASIC VOCABULARY IS GIVEN FIRST
3. Vocabulary is taught through known words, demonstration, authentic objects (realia), pictures.

44. Basic Principles
4.Grammar is taught inductively. There may never be an explicit grammar rule given.
DO NOT GIVE RULES: MAKE THEM FIGURE OUT THE RULE.

45. Basic Principles 5. New teaching points are introduced orally.
ORAL TRANSMISSION
6. Both speech and listening comprehension are taught.

46. Basic Principles
7. The teacher, by asking the student to make a choice, gets him to correct his own error.
LEARNING BY SELF- CORRECTION
8. The syllabus is based on situations or topics
CONTEXTUAL/TOPICAL TEACHING

47. Basic Principles 9. Correct pronunciation is emphasized.
10. Students should learn to think in the target language as soon as possible

48. Basic Principles
11.The purpose of language learning is communication; therefore students need to learn how to ask questions as well as answer them.
COMMUNICATION-FIRST PREFERENCE

49. Techniques
Q & A: The teacher asks questions of any nature and the students answer.
Dictation: The teacher chooses a grade appropriate passage and reads the text
aloud. Teacher reads the passage three times

50. Techniques Reading Aloud:
Students take turn reading sections of a passage, play or dialogue out loud.

51. Techniques
Map Drawing: Students are given a map without labels, then the students label it by using the directions the teacher gives.
Paragraph Writing : The students are asked to write a passage in their own words.

52. Activities

53. Advantages
One of its positive points is that it promises to teach the language and Not about the language.
It is a natural method which teaches language in the same way the mother tongue is acquired. Only the target language is used and the learning is contextualized..
Its emphasis on speech made it more attractive for those who have needs of real communication in the target language. It is one of the first methods to introduce the teaching of vocabulary through realias.

54. The Audio-Lingual Method

55. AUDIOLINGUAL METHOD (ALM)
The audio-lingual method was widely used in the United States and other countries in the 1950's and 1960's. It is still used in some programs today.
Also known as Oral Method/The Army Method/ The New Method

56. The Audio-Lingual Method
Similar to the direct method:
They both are oral-based approaches – pronunciation and ability of speaking in the target language is superior to other skills
Grammar is learnt inductively
Different from the direct method:
Not only vocabulary but also grammatical sentence patterns

57. Behavioral Psychology
Learning Theory
Language learning is habit-formation.
Mistakes, the bad habit, should be avoided.
Language skills are learned more effectively if they are presented orally first, then in written form.
The meaning of words can be learned only in a linguistic and cultural context.

58. Structural Linguistic
Language Theory
Language is a system of structural related elements, like phonological units, grammatical units, and lexical items, for the transmission of meaning. So to learn the target language is to mater the elements of the target language system.

59. Behavioral Psychology
Learning Theory
Language learning is habit-formation.
Mistakes, the bad habit, should be avoided.
Language skills are learned more effectively if they are presented orally first, then in written form.
The meaning of words can be learned only in a linguistic and cultural context.

60. OBJECTIVES OF ALM
To enable students to speak and write in target language
To make students able to use target language automatically without stopping to think
To form new habits in the target language

61. PRINCIPLES OF ALM
Speaking and listening competence preceded reading and writing competence.
Use of MT is highly discouraged in the classroom.
The development of language skills is a matter of habit formation.
Students practice particular patterns of language through structured dialogue and drill until response is automatic.
Structured patterns in language are taught using repetitive drills.

62. The emphasis is on having students produce error free utterances.
This method of language learning supports kinesthetic learning styles.
Only everyday vocabulary and sentences are taught, through demonstration, objects, and pictures. Abstract vocabulary is taught through association of ideas.
The printed word must be kept away from the second language learner as long as possible

63. Grammar Teaching
Explicit rules are not provided. student induce the rules through examples and Drills.
Vocabulary Teaching
Meaning is taught directly. Vocabulary is introduced through Dialogues.
The syllabus:
Audio lingual Method uses a structural syllabus.

64. Techniques of the Audio-lingual method
Dialogue Memorization
Backward Build-up (Expansion) Drill
Repetition Drill
Chain Drill
Transformation Drill
Question-and-answer Drill

65. Dialogue Memorization
Techniques of AL –
Dialogue Memorization
Students take the role of one person in the dialogue and the teacher the other.
Switch roles and memorize the other person’s part.
Half of the class to take one role and the other half to take the other.
Some pairs of students might perform the dialogue for the rest of the class.

66. Dialogue Memorization
Techniques of AL –
Dialogue Memorization
T: Hello. How are you?
S: Fine, thanks. And you?
T: Fine. Where are you going?
S: I’m going to the school. Would you like to come?
T: Sure. Let’s go together.

67. Techniques of AL – Backward-up drill
Backward build-up drill: to teach long lines of dialogues:
break down the line into several parts
repeat a part of the sentence
follow the teacher, students expand
what they repeated part by part until
they are able repeat the entire line.

68. Backward build-up drill
T: Repeat after me: post office.
S: Post office.
T: To the post office.
S: To the post office.
T: Going to the post office.
S: Going to the post office.
T: I’m going to the post office.
S: I’m going to the post office.

69. Techniques of AL – Repetition Drill
Students repeat the teacher’s model as accurately and as quickly as possible to learn the lines of the dialog

70. Techniques of AL – Chain Drill
To make students ask and answer questions with each other.
It allows some controlled communication among students and give the teacher an opportunity to check students’ speech.

71. Techniques of AL – Transformation Drill
To change a certain kind of sentence pattern to another form.
to transform an affirmative S. into a negative S.
to transform a statement into a question.
to transform an active S. into a passive S.
to transform a direct speech into reported speech
Statement Question
Active Passive
Affirmative Negative

72. Transformation drill T: ‘They are going to the bank.’
S: ‘Are they going to the bank?’ or
T: Giang buys a new car.
S: A new car is bought by Giang.

73. Techniques of AL – Question & Answer Drill
Students practice the target language with answering questions and the question patterns.
Students answer the teacher’s question quickly.

74. Techniques of AL – Question & Answer Drill
Bank
T: Are you going to the bank?
S: Yes, I am. I’m going to the bank
Library
T: Are you going to the zoo?
S: No, I’m not going to the zoo. I’m going to the library

75. Pronunciation
Characteristics
Grammar
teaching
materials.
vocabulary

76. Other features Listening, speaking Reading, writing
-Depending on context.
-Overlearning: students learn to answer automatically
without stopping to think.
-Language cannot be separated from culture.

77. The nature of student-teacher interaction
Most of the interactions is between teacher and students and is initiated by the teacher.
Teacher Role/Student Role
The teacher is like an orchestra leader.
Providing students with a good model for imitation.
Students are imitators.

78. interaction
imitator
Teacher-directed

79. How is language viewed?
Everyday speech is emphasized in the Audio-lingual Method. The level of complexity of the speech is graded, so that beginning students are presented with only simple patterns. Culture consists of the everyday behavior and lifestyle of the target language speakers.

80. What areas of language are emphasized?
Vocabulary is kept to a minimum while the students are mastering the grammatical patterns.
The oral skills receive most of the attention. Pronunciation is taught from the beginning.

81. The role of the students’ native language
The target language is used in the classroom, not the students’ native language.
How is evaluation accomplished?
Students might be asked to distinguish between words in a minimal pair, for example, or to supply an appropriate verb form in a sentence.

82. How does the teacher respond to student errors?
Student errors are to be avoided if at all possible through the teacher’s awareness of where the students will have difficulty and restriction of what they are taught to say.
The role of instructional materials
Instructional materials in the Audiolingual Method assist the teacher to develop language mastery in the learner. They are primary teacher-oriented.
Tape recorders and audiovisual equipment often have central roles in an audio lingual course.

83. CONCLUSION Language is speech, not writing.
Language is a set of habits.
Teach the language, not about the language.
Language is what native speakers say, not what someone else thinks they ought to say.
Languages are different.

84. The Silent Way: Method of Language Learning
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The Silent Way: Method of Language Learning by
Caleb Gattegno

85. Introduction The silent way (SW), a method of
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Introduction
The silent way (SW), a method of
language teaching, originated in the
early 1970s and introduced by Caleb Gattegno in his book:
Teaching Foreign Language in School.

86. Theoretical background
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Theoretical background
Challenge Audio-lingual method: students are unable to transfer habits formed in the classroom to communicate outside of it.
Language must not be considered a product of habit formation, but rule formation.
Language acquisition must be a procedure of student using their own cognition, to discover the rules of the language they are acquiring.

87. Learning Theory: Cognitive approach rather than responding to stimuli.
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Learning Theory:
Cognitive approach rather than responding to stimuli.
Language learning has a sequence from the known to un known.
Student induce the rules from examples and the language they are exposed to, therefore learning is inductive.

88. Basic Principles: Teaching should be subordinated to learning.
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Basic Principles:
Teaching should be subordinated to learning.
Emphasizes the autonomy of the learners.
Students are encouraged to have an active role in learning the language.
Pronunciation is seen as fundamental.
Translation and rote repetition are avoided.

89. Silence Silence is used as a tool. To focus student’s attention.
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Silence
Silence is used as a tool.
To focus student’s attention.
To encourage them to
correct their own errors.
Shhhh!

90. Teacher are still active:
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Teacher are still active:
Mouthing words
Using hand gestures
Encourage students to
help their peers.

91. Objectives Near native like fluency in the target language.
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Objectives
Near native like fluency
in the target language.
Correct pronunciation.
Providing the learners with a basic practical
knowledge of the
grammar.

92. SYLLABUS Beginning with student’s knowledge.
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SYLLABUS
Beginning with student’s knowledge.
Developing syllabus from easy to complex.

93. 9393

94. 9494

95. Role of L1 Can be used to give instructions when necessary.
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Role of L1
Can be used to give instructions when necessary.
During feedback sessions L1 be used at beginning levels.
L1 can be exploited. e.g., similar sounds in L1 and L2 can be used to make students aware of phonological similarites.

96. Evaluation Teacher may never give a formal test.
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Evaluation
Teacher may never give a formal test.
Teacher assesses student’s learning all the time.
Continuous monitoring by the teacher is essential.

97. Error correction. Errors are natural, so unavoidable.
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Error correction.
Errors are natural, so unavoidable.
Self-correction is necessary for the students to compare their own production with their developing inner criteria.
Peer correction is also very important, but it should be in a co- operative manner.
Peers correction

98. Materials Sound-Color chart: Which is used to teach
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Materials
Sound-Color chart:
Which is used to teach
the language sounds.

99. 9999
What is the Silent Way?
It is a method of language teaching, to enable students to become independent, autonomous and responsible learners.
Though silent most of the time, the teacher plays a crucial role. The teacher is there at every moment, speaking only when necessary but listening very intently. The teacher acts as the guarantor, safeguarding the accuracy of the language (pronunciation, vocabulary, syntax).

100. Criticism Student cannot understand what teacher mean totally.
Criticism
Student cannot understand what
teacher mean totally.
Student’s learning results are slower.
Materials can cost a lot of time and
money.

101.
MOTTO

102. GTM DM ALM SW LEARNING THEORY Deductive learning Inductive learning
LANGUAGE THEORY
Language is for understanding literature
Language is for oral use
CULTURE
Limited to literature and fine art
Include other aspect of life, such as dressing foods etc.
Include everyday behaviour and life style
Inseparable part of language. language reflects culture

103. TEACHER’S ROLE
Teacher’s strict authority
Teachers are like partner
Teacher is like an orchestral leader and a good model of T.L
Teacher is silent and directs the learners through gestures
STUDENT’S ROLE
Passive receiver of information
Active participant
Imitators of the teachers and are active
Active participants
INTERACTI ON
Teacher- student interaction
Teacher- student and student- student interaction
Student-student interaction
VOCABULA RY TEACHING
Memorize native language equivalent for T.L vocabulary
Through pictures, demonstratio n and sentences etc
Through dialogues
By means of visual aids and words charts

104. GRAMMAR TEACHING
Grammar is taught deductively through explicit rules
Grammar is taught inductively
ROLE OF L1
L1 is allowed.clas sroom instruction is given in L1
L1 is not permitted
L1 is not allowed
L1 is permitted when needed
MATERIAL
Text from theT.L
Reading passages, dialogues etc
Dialogues
Sound color charts, color rods etc.

105. SYLLABUS
Structural syllabus
Situational and topical syllabus
GOALS
AND OBJECTIVES
To teach translation, to read and translate literary text in T.L
To enable students to communicate in T.L as well as think in T.L
To enable students to speak and write in T.L
To enable students to use the T.L for self expression
ERROR CORRECTION
Error is corrected by the teacher strictly. accuracy is emphasize d
Student’s self correction
Error is corrected by teachers since error cause bad habit formation
Error are natural and inevitable and self correction is there

106. STUDENTS FEELING
Not dealt with students feelings
No info about students feelings
Students feelings are taken in consideration
EVALUATIO N
Through translation, fill in the blanks, synonyms, antonyms etc
Students ability to use language is tested, not about language
Discrete- point test
Continuous monitoring by the teacher occur. it doesn’t give any formal test
SKILLS
Reading and writing
Speaking and listening is emphasized
Listening, speaking, reading and writing
Listening, speaking, reading and writing

107. CONCENTRA TE ON
Vocabulary and grammar
Pronunciation and everyday vocabulary
Pronunciation and grammar
pronunciation
TECHNIQUE S
Translation of a literary text, rote memorization etc
Reading aloud, question and answer exercise, conversation etc
Dialogue, chain drill,repititive drill etc
Sound color char,words chart Cuisenaire rods etc.

108. Total Physical Response (TPR)
TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical motor activity.
Developed by James Asher, a professor of psychology at San Jose State University, California.

109. He claims that speech directed to young
children consists primarily of commands,
which children respond to physically before
they begin to produce verbal responses.

110. Listening should be accompanied by physical movement
Listening should be accompanied by physical movement. Speech and other productive skills should come later.

111. The objective of TPR
The objective of TPR is to teach oral proficiency at a beginning level. Comprehension is a means to an end. The ultimate aim is to teach basic speaking skills. TPR requires initial attention to meaning rather than to the form of items. Grammar is thus taught inductively.

112. Learners in TPR have the primary roles of listener and performer
Learners in TPR have the primary roles of listener and performer. They listen attentively and respond physically to commands given by the teacher. Learners are also expected to recognize and respond to novel combinations of previously taught items.

113. Learners monitor and evaluate their own progress
Learners monitor and evaluate their own progress. They are encouraged to speak when they feel ready to speak—that is, when a sufficient basis in the language has been internalized. The teacher plays an active and direct role in TPR.

114. Thank you for your attention

115. Communicative Language Teaching
It became clear that communication required that students perform certain functions as well, such as promising, inviting, and declining invitations within a social context (Wilkins, 1976). In short, being able to communicate required more than linguistic competence; it required communicative competence (Hymes, 1971)—knowing when and how to say what to whom.

116. Principles
Whenever possible, ‘authentic language’ – language as it is used in a real context— should be introduced.
Being able to figure out the speaker’s or writer’s intentions is part of being communicatively competent.

117. The target language is a vehicle for classroom communication, not just the object of study.
One function can have many different linguistic forms. Since the focus of the course is on real language use, a variety of linguistic forms are presented together. The emphasis is on the process of communication rather than just mastery of language forms.

118. Games are important because they have certain features in common with real communicative events—there is a purpose to the exchange. Also, the speaker receives immediate feedback from the listener on whether or not he or she has successfully communicated.

119. Students should be given an opportunity to express their ideas and opinions.
Errors are tolerated and seen as a natural outcome of the development of communication skills. Since this activity was working on fluency, the teacher did not correct the student, but simply noted the error, which he will return to at a later point.

120. One pf the teacher’s major responsibilities is to establish situations likely to promote communication.
Communicative interaction encourages cooperative relationships among students. It gives students an opportunity to work on negotiating meaning.

121. The social context of the communicative event is essential in giving meaning to the utterances.
Learning to use language forms appropriately is an important part of communicative competence.

122. Students should be given opportunities to listen to language as it is used in authentic communication. They may be coached on strategies for how to improve their comprehension.

123. What are the goals of teachers who use CLT?
The goal is to enable students to communicate in the target language. To do this students need knowledge of linguistic forms, meanings, and functions. Communication is a process; knowledge of the forms of language is insufficient.

124. What is the role of the teacher?
The teacher facilitates communication in the classroom. In this role, one of his major responsibilities is to establish situations likely to promote communication. During the activities he acts as an adviser, answering students’ questions and monitoring their performance. He might make note of their errors to be worked on at a later time during more accuracy-based activities. At other times he might be

125. What is the role of the students?
Students are, above all, communicators. They are actively engaged in negotiating meaning—in trying to make themselves understood and in understanding others.
Since the teacher’s role is less dominant than in a teacher-centered method, students are seen as more

126. What are some characteristics of the teaching/learning process?
The most obvious characteristics of CLT is that almost everything that is done is done with a communicative intent. Students use the language a great deal through communicative activities such as games, role plays, and problem-solving tasks.

127. In communicative, the speaker has a choice of what she will say and how she will say it. True communication is purposeful. A speaker can thus evaluate whether or not his purpose has been achieved based upon the information she receives from his listener.

128. Finally, we noted that activities in CLT are often carried out by students in small groups. Small numbers of students interacting are favored in order to maximize the time allotted to each student for communicating.

129. Thank you for your attention