TEACHING STRATEGY COMMUNICATIVE APPROACH.pptx

ENGLISH

1. The Communicative Approach

2. What Is Communicative Language Teaching (CLT)? It is a set of principles about the goals of language teaching, How learners learn a language, the kinds of classroom activities that best facilitate learning, The roles of teachers and learners in the classroom.

3. What is the communicative approach? Language is communication. The final aim of CLT is communicative competence.

4. Four competence areas: Linguistic competence Sociolinguistic competence Discourse competence Strategic competence

5. Linguistic competence knowing how to use the grammar, syntax, and vocabulary of a language. Sociolinguistic competence knowing how to use language appropriately, given the setting, the topic, and the relationships among interlocutors.

6. Discourse competence knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole. Strategic competence knowing how repair communication breakdowns, work around gaps in one’s knowledge of the language, and learn more about the language and in the context.

7. Communicative Approach Principles : Learners learn through using it to communicate Authentic and meaningful communication should be the goal of classroom activities Fluency is an important dimension of communication Communication involves the integration of different language skills Learning is a process of creative construction and involves trial and error

8. Teacher’s Role The teacher has two main roles: To facilitate the communication process in the classroom To act as an independent participant within the learning-teaching group

9. participate in classroom activities that were based on a cooperative approach to learning become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model expected to take on a greater degree of responsibility for their own learning. Learners had to ...

10. We need to concentrate on the following: Teacher - Student activities Activities Materials In practical terms, what does that mean?

11. Since communicative competence is our aim, it is essential that students be given every opportunity to practice communicating. In the communicative classroom teacher talking time (TTT) must be kept to a minimum . This is not to say that the teacher shouldn't speak at all, but TTT should be controlled and appropriated. Teacher-Student Interaction

12. The classroom should be learner centered. The teacher's role is to facilitate student communication which is done through careful selection of materials and activities relevant to the aims of the lesson in which they are used. Teacher-Student Interaction

13. Communication can be divided into two categories: Input (receptive) Output (productive) The four communicative skills can be put into these categories INPUT OUTPUT Reading Listening Speaking Writing

14. Whichever of these skills is being taught the main focus must be on the student and not on the teacher. The interaction should usually be the student to student and should include the teacher only where necessary. During most classroom activities the teacher will monitor and intervene only where necessary.

15. STRUCTURALISM Language analysis Identification of structures Syllabus Development BEHAVIORISM Correct behavior Positive reinforcement Habit Formation Incorrect behavior Negative reinforcement

16. Stage 1 Teacher (T) gives a short presentation of a grammar or vocabulary point . T then gives students (Ss) opportunity to practise the point in a controlled exercise. ( Interaction:T >Ss) Stage 2 Ss carry out the controlled exercise while T monitors and intervenes where appropriate. (Interaction: S»S) A Model for Part of A Communicative Lesson Presentation - Practice - Production

17. Stage 3 The Ss are asked to take part in an activity designed to get them to produce the vocabulary and grammar they have been taught. T monitors and notes errors and interesting points. T intervenes only when asked or when absolutely necessary. (Interaction: S>S) Stage 4 Feedback session, in which T feeds back in a non-threatening way the errors s/he noted during the activity. Ss also have the opportunity to clear up puzzling points. (Interaction: TSs) A Model for Part of A Communicative Lesson Presentation - Practice - Production

18. There are many different types of activities. They provide speaking, listening, writing and reading practice as well as aiding production. A few ideas for activity types Games Role-plays Simulations Information Gaps

19. Exercises Discrete Form Predictable Close-ended Contrived Correctness Full-class work Open-pair work ACCURACY vs FLUENCY Tasks Integrative Meaning Unpredictable Open-ended Message Realistic / Life-like Closed-pair work Group work

20. Students put their hands up to speak Students speak without putting their hands up Students' utterances are single sentences addressed to the teacher Students use paraphrase or other communication strategies Students make comments on other students' contributions The teacher uses prompts (suggests ideas) The teacher uses clues (for guided responses) The teacher asks for alternative answers A student is asked to repeat another student' response students' remarks are addressed to their peers The characters of fluency-oriented activities...

21. requests / enquiries from students correction and discussion of written answers to comprehension question tasks Practice in full class of new structures, functions and lexis Oral answers to inferential comprehension questions Closed pair-work activities with an information-gap Open pair-work in full class Oral answers to comprehension questions of a literal type Memorization and recitation of dialogs Reading isolated sentences aloud The characteristics of accuracy oriented activities...

22. Teachers were recommended to use a balance of fluency activities and accuracy Accuracy work could either come before or after fluency work. While dialogs, grammar, and pronunciation drills now appeared as part of a sequence of activities that moved back and forth between accuracy activities and fluency activities Some recommendations...

23. * Structural activities, functional communication activities, quasi - communicative activities, social interactional activities, and functional communication activities require students to use their language resources to overcome an information gap or solve problem. * Social interactional activities require the learner to pay attention to the context and the roles of the people involved, and to attend to such things as formal versus informal language. Pre-communicative vs Communicative activities

24. More authentic communication is likely to occur in the classroom if students go beyond practice of language forms for their own sake and use their linguistic and communicative resources in order to obtain information. In so doing, they will draw available vocabulary, grammar, and communication strategies to complete a task. Information-Gap Activities

25. These are also based on the information-gap principle. Typically, the class is divided into groups and each group has part of the information needed to complete an activity. The class must fit the pieces together to complete the whole. In so doing, they use their language resources to communicate meaningfully and part in meaningful communication practice. Jigsaw Activities

26. Many other activity types have been used in CLT, including the following: Task-completion activities: puzzles, games, map-reading, and other kinds of classroom tasks in which the focus is on using one's language resources to complete a task. Information-gathering activities: student-conducted surveys, interviews, and searches in which students are required to use their linguistic resources to collect information. Other Activity Types in CLT

27. Opinion-sharing activities: activities in which students compare values, opinions, or beliefs. Information-transfer activities: These require learners to take information that is presented in one form, and represent it in a different form. Role plays: activities in which students are assigned roles and improvise a scene or exchange based on given information or clues. Other Activity Types in CLT

28. They can be found in books containing supplementary material such as the Reward Resource Packs. Many teachers enjoy creating their own activities, which can be tailored specifically to their classes needs. Activities used in the classroom must be selected carefully as if they are above the level of the students they can destroy self-confidence and if below they can bore the students. Activities usually involve the students working together either in pairs or in small groups. Where do I find activities?

29. Materials fall into three broad categories: text-based, task-based realia. They can be used as the basis for classroom activities. Once again not only must the activity be appropriate to the level of the students but the materials used must be appropriate too. Materials

30. For example practice exercises, reading passages, gap fills, recordings, etc. can be found in almost any course book as well as in books containing supplementary materials. They form an essential part of most lessons. Text-based materials

31. These include game boards, roleplay cards, materials for drilling, pair-work tasks, etc. They might be used to support 'real life’ tasks such as role-playing booking into a hotel, or a job interview. Text-based materials

32. This includes such things as magazines, newspapers, fruit and vegetables, axes, maps - things from the real world outside the classroom. They can be used in many activities. For example, fruit and vegetables could be used in a shopping activity, an axe could be used to show the effect of using the present perfect continuous on a short action verb. Realia

33. We should now understand that the teacher's job is to get their students to communicate using real language by providing them with instruction, practice, and above all opportunities to produce English in activities which encourage acquisition and fluency. So what does the communicative approach mean in practical terms?

34. CLT should be fun for both teacher and students. Enabling students to communicate successfully is also very rewarding. In Conclusion

35. Thank You