1. Communicative Language Teaching

2. Communicative Language Teaching
practical approach to language
functional aspect emphasized
grammar should be analyzed and studied but treated as instrumental to communication
effective communication valued over “perfect” expression. (mistakes are addressed but not stigmatized)
all skills are taught and integrated
use of students’ native languages avoided (direct learning, developing strategic competence)
all competences are practiced
addresses different learner’s types and learning styles
places the student at the centre of the learning process
inductive approach preferred
task-based learning

3. Some characteristics of a communicative classroom
Some things we should see in a communicative classroom:
Students interacting in pairs or groups through speaking and/or writing.
Focus on real communication, not just practicing language for its own sake.
Language is introduced and practiced in a context.
Students learn real language that they would use in real life.
Authentic materials are used as much as possible.

4. Some characteristics of a communicative classroom (continued)
Activities are interesting to students: they connect with their own lives, knowledge and interests, motivating them to participate.
Students’ own experiences and ideas become part of the lesson.
Meaning over form: Students concentrate on what they are saying more than how they are saying it.
“Hands-off” teaching: activities are set up for the students to do by themselves, the teacher acts as a participant or resource person.

5. Some things we shouldn’t see in a communicative classroom:
Lecture-style teaching: talking about language instead of using it.
Classes that are only “free conversation” (What do you want to talk about today? – a letter from Hydro)
Constant correcting by the teacher
Too much individual work
Use of materials that are not interesting or relevant to learners.

6. The Role of the Teacher in the Communicative Classroom (Adapted from The Practice of English language Teaching by Jeremy Harmer)
A teacher can play many different roles in (and out of) the classroom. Here are eight.
CONTROLLER: In charge of the class and of the activity taking place. Examples: taking attendance, making announcements, giving students instructions, drilling, lecturing, bringing the class to order, giving explanations, leading question and answer, giving homework.
ORGANIZER: Preparing for and organizing student activities, explaining what to do, demonstrating, putting students in pairs and groups, bringing activities to an end and giving feedback.
ASSESSOR: Offering feedback and correction, grading students, passing or failing them.
PROMPTER: Helping students along in class, giving them hints, suggestions, encouragement, asking questions to make them think.
RESOURCE: Answering students’ questions about language, activities or where to find things out.
TUTOR: Working with students one-on-one or in small groups to offer help, answer questions.
OBSERVER: Watching student performance and using it as a basis for useful guidance, feedback. Observing activities to see if they are successful.
PARTICIPANT: Joining activities, games, discussions as an equal member.

7. Communicative Competence
Language teaching in the United States is based on the idea that the goal of language acquisition is communicative competence: the ability to use the language correctly and appropriately to accomplish communication goals. The desired outcome of the language learning process is the ability to communicate competently, not the ability to use the language exactly as a native speaker does.

8. The WPPP Lesson Plan
Warm-up (elicitation, lead-in): preparing the students to learn
Establish the context or topic.
Get students interested and talking about it.
Find out what they know already, let them share information.
Get them thinking about language related topic (How do you say that in English …?)

9. The WPPP Lesson Plan
Presentation (explanation): introducing new language, students understand, hear, say, see, write
Present (or elicit) the new language using the context introduced in the warm-up stage. The meaning of the language should be clear from the context.
Model the language, let the students hear it clearly.
Get the students to repeat, emphasize pronunciation.
Write the language on the board. Use any graphs or visuals that will facilitate understanding.
State rules, give/elicit necessary explanations; the shorter, the better.

10. The WPPP Lesson Plan Practice: using the language correctly.
Students use the language in controlled exercises – circling the correct answer, filling in the blanks, matching – one answer only).
As students’ understanding and ability improves, exercises become less controlled – more than one answer, more student input.
Emphasis is on accurate use of language – it is appropriate for teacher to monitor students closely and point out errors.

11. The WPPP Lesson Plan Production: using the language freely.
Students use the language in student-controlled activities: role plays, discussions, interviews, group projects.
Students are concentrating on the task more than the language.
Emphasis is on fluency – the teacher should save corrections for later.

12. Task-based teaching
Think about what you have heard about TBT and say how far you agree with the following statements:
Many people can operate effectively in a foreign language even though their grammar is limited and they make a lot of mistakes.
Learners will not be able to do a task unless they have the right grammar.
TBT accepts the importance of grammar.
TBT is not suitable for learners who are preparing for an examination.
You do not have to be a highly experienced teacher to use TBT effectively.
You cannot do TBT unless your own English is completely fluent and accurate.
TBT can be used to teach both the spoken and written language.
Tasks are always done in pairs or groups.

13. TBT Essentials
Speaking