Slide 1

Communicative Language Teaching ( ) Slide 2 Objectives Slide 3 Stage 1: Experience Step 1: Go through the following exercises and decide which one you would like to do. / Choose to do one the exercises. Exercise 1. Read the following dialogue in roles. A: Do you have a TV set in your room? B: No, I dont. A: Do you have a computer? B: Yes, I do. How about you? A: I have a TV set, but I dont have a computer. Slide 4 Exercise 2: Read the above dialogue in roles and then Write down what you have or what you want to have in your own room. Use a dictionary when necessary. Dont let others see what you have written. Guess what your group members have by using this sentence: Do you havein your room? Give yourself a point if you get the right answer at the first guessing. Slide 5 3. Read the above dialogue and then make sentences with Do you have? 4. Read and recite the above dislogue. Slide 6 Stage 2 Exploration 1. Which exercise would you like to do? Why? 2. Which exercise can promote your learning and sustain your interest in learning? Why? 3. What exercise may hinder your learning and can not keep you interested in the learning activities? Why ? Slide 7 4. What objectives can be reached by involving the students in Exercise 2? 5. What principles should we follow when we design speaking activities for pupils to learn to use English? Slide 8 Stage 3 Exchange 1.I would like to do Exercise ___ because _____. 2.Exercise _____ can promote my learning and sustain my interest in learning because _____ 3.Exercise ___ may hinder my learning and can not keep me interested in the learning activities because _____? Slide 9 4. B y involving the students in Exercise 2, we can _____. 5. When designing tasks for pupils to learn to speak English, we should ____. Slide 10 provide opportunities for active communicative interaction among students ( ) make language learning meaningful for the students. encourage the students to use English in an authentic context Slide 11 When we design speaking activities for pupils to learn to use English, we should try to make the activities: learner-centered Interactive Meaning-focused Collaborative Purposeful Task-based page 178 Slide 12 Communicative language learning( ) The Communicative Approach( ) The Functional Approach ( ) Slide 13 Approach Theory of language The functional view of language is the primary one behind the communicative method, as well asThe functional view of language Theory of learning Slide 14 Principles ---- activities that involve real communication promote learning ---- activities in which language is used for carrying out meaningful tasks promote learning ---- language that is meaningful to the learner promotes learning Slide 15 Features ---- An emphasis on learning to communicate through interaction in the target language. ---- The introduction of authentic texts into the learning situation (Authentic material is a must, because students cannot extrapolate( ) to the real world from their learning on made-up material) Slide 16 ---- The provision of opportunities for learners to focus not only on language, but also on the learning process itself. ---- An enhancement of the learner's own personal experience as important contributing elements to classroom learning.. Slide 17 ---- An attempt to link classroom language learning with language activation outside the classroom Slide 18 The objectives of Communicative Language Teaching ---- students will learn to use language as a means of expression ---- students will use language as a means of expressing values and judgments ---- students will learn to express the functions that best meet their own communication needs. Slide 19 Types of learning techniques and activities Communicative language teaching uses almost any activity that engages learners in authentic communication. The concept is supposed to be language teaching ideas, not an approach or method. ( , ) Slide 20 Two major activity types: ---- functional communication activities( ): ones aimed at developing certain language skills and functions, but which involve communication, and ---- social interaction activities( ), such as conversation and discussion sessions, dialogues and role plays Slide 21 Stage 4: Extension (1) Design learning activities for pupils to practise using the following sentences: 1. Do you like? (sports) 2. Does he like? (sports) 3. Can it ? / Does it have.(aninals) 4. Is it? ( color and fruit) Slide 22 Information gap activity In an information gap activity, one person has certain information that must be shared with others in order to solve a problem, gather information or make decisions (Neu & Reeser, 1997). Page 181-183 Slide 23 The characteristics of a successful speaking activity: Learners talk a lot. As much as possible of the period of time allotted to the activity is in fact occupied by the learner talking. (An important criteria for evaluating effective teaching) Slide 24 Participation is even. Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed. Slide 25 Motivation is high. Learners are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective. Slide 26 Language is of an acceptable level. Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy. ,P.182) Slide 27 In what aspect can information gap activity satisfy the above? What should be the teachers role in the information gap activities? Slide 28 Stage 4: Extension (2) Present and practice Topic: Shopping ---- Weve got some.... ----- Have you got any ? Slide 29 Lady: Oh, good morning. Grocer: Good morning. What can I do for you? Lady: Um Have you got any coffee? Grocer: Yes, certainly. Here you are. Lady: Thank you. Um What about butter? Grocer: Yes. Weve got some butter. In the fridge over there. Lady: Good. Now, have you got any bread? Grocer: No, Im sorry. We havent got any today. Come tomorrow morning. Slide 30 Read different teaching cases and think: 1. Which one contains more features of communicative language teaching. 2. Which one can better facilitate learning? Slide 31 Fragment A (Students have just read a text about Mrs Black and can see a picture in the book) Teacher: Right! Now, Mrs Black is in the supermarket. Shes shopping. Shes got a trolley. Whats in it? Lots of things. Listen! Shes got some butter. She hasnt got any sugar. Some butter any sugar. Some butterany sugar. Someany. Some any. Slide 32 Fragment A How do we use these words? Listen again! Shes got some bread. She hasnt got any tea. Shes got some butter. She hasnt got any sugar. Lets see if you can do it. Marios! Butter. Marios: Shes got some butter. Teacher: Good! Theresa! Tea. Theresa: She hasnt got some tea. Slide 33 Fragment A Teacher: Um. Is that right? Anna: No! She hasnt got any tea. Teacher: Good, Anna. Again, Theresa! Theresa: She hasnt got any tea. Teacher: Good! Now, when do we use some and when do we use any? Well, lets look at it like this. ( He writes sentences on the blackboard. ) ------- not / nt Shes got some bread. She hasnt got any tea. Shes got some butter. She hasnt got any sugar. Do you understand this? Slide 34 Fragment A Students: Yes! Teacher: Good! Well, lets try it with another word. Look at the picture. Whats in the trolley? Antonis, coffee. Antonis: She hasnt got any coffee. Teacher: Good! Sofia, ice-cream. Sofia: Shes got some ice-cream. Slide 35 Fragment A Teacher: Very good, Sofia! Do you all understand now? I think you do. Lets try something else. Ask me a questions, Anna. Coffee. Anna: Has she got any coffee? Teacher: Good! Did she say some or any? Ask it again, Anna. Anna: Has she got any coffee? Students: Any. Teacher: Right! So we can now write up this... Slide 36 Fragment B (The teacher shows the students a picture. ) Teacher: Tell me about this picture. Marios: Its a shop. Teacher: Good ! Theresa: She is a woman. Teacher: Theres a woman, yes. Anna: Coffee Theres coffee. Teacher: Yes? Antonis: Theres butter. Slide 37 Teacher: Yes, we can see coffee, butter, bread, sugar. Can we see books in the picture? Students: No. Teacher: No, it isnt a bookshop. Its a grocers shop. Repeat, everybody! Grocers. Students: Grocers. Slide 38 Teacher: (Writes the word on the board) In a grocers shop we can buy (shows them money ) coffee, butter and things like that. What else can we buy? Marios: Tea? Teacher: Yes. Anna: Bread. Teacher: Yes. Slide 39 ( Students go on giving examples using known vocabulary. When the run out of ideas, teacher shows flashcards of new items and teaches students the new words. ) Slide 40 Teacher: Right! Now, listen everybody. We are in a grocers shop. This (indicates teachers desk) is a grocers shop. Marios here is the shopkeeper. ( Laughter teacher installs Marios behind the desk) Now, Marios. These are the things youve got in your shop (Hands him a list) OK? What have you got? Tell me one thing. Slide 41 Marios: Ive got coffee. Teacher: Fine. Now, all the rest of you are buying things. Here are your shopping lists. ( Hands out cards to each student) Right ! Who wants to begin? Anna? (Anna comes up to the desk.) Anna: Hullo. I want tea. Marios: No. No. I havent got tea. Sorry. Slide 42 Anna: Oh, um Have you got butter? Marios: Yes. How many you want? Anna: Two. Yes. Thank you. Teacher: Good. Sit down now, both of you. Now lets listen to the tape. This lady is buying some things in the grocers. Slide 43 More exploration What is more important for people who learn English? ----- Be able to make a lot of correct sentences or be able to use certain sentences in concrete situations, Competence and performance Slide 44 Which is more effective? Why? 1. Teaching language usage, isolated from context. 2. Teaching a sentence when it is put to use for communicative puroposes. SIGNIFICATION and VALUE: Slide 45 Extension 3 1. According to your own understanding, what language ability should we help the students to improve? 2. How should we transfer the teachcing ideas of communicative language teaching into our teaching practice? Slide 46 First, we should keep in mind that our instructional objectives must be consistent with what is advocated by communicative languange teaching as well as those by the National English Curriculum. Slide 47 We should foster the students ---- ability to produce correct sentences, or manifestations of the linguistic system ( ---- ability to use the knowledge of the rules for effective communication ( Slide 48 The objectives of Communicative Language Teaching ---- students will learn to use language as a means of expression ---- students will use language as a means of expressing values and judgments ---- students will learn to express the functions that best meet their own communication needs. Slide 49 : Slide 50 1 2 3 ( ) 4 Slide 51 1 2 3 4 5 6 Slide 52 Second we should try to design learning activities emboding the main characteristics of communicative langauge teaching. Slide 53 learner-centered Interactive Meaning-focused Collaborative Purposeful Task-based P178) Slide 54 Stage 4: Extension 4 1.Design learning activities of presentation, drilling and communicative activities based on the topic you have chosen as the content of your teaching pack. 2.Micro- teaching. Slide 55 Stage 5: Evaluation 1.From the topic of communicative language teaching, I have learned that____. I still want to know more about_____. 2.Key words for further study: / /