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Communicative Language Teaching ( ) By Lan Weihong

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Stage 1: Experience Activity 1 You will be divided into three groups. Group A, Group B, and Group C. For each activity, Group A and B will do different learning tasks. Group C will observe and note down the two groups learning behavior.

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Complete your tasks according to what you have received.

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Task 1 for Group A: 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. 2. 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.

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Task 2 for Group B 1. Read and recite the following dialogue 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. 2 Make sentences with Do you have?

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Task 3 for Group C: Observe and notice: Which group seemed to be more active and continue to be active in their learning? Please compare and describe their learning behavior. 2. Thinking: What may cause the difference? Please infer from their learning behavior.

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Stage 2 Exploration Group C: 1. Which group seemed to be more active and continue to be active in their learning? Please compare and describe their learning behavior. 2. What may cause the difference? Please infer from their learning behavior.

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Stage 2: Exploration Group A: 1. In the above activity, what promoted your learning and sustained your interest in learning? 2. What are the main features of your learning at the first stage?

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Group B: 1. What hindered your learning and could not keep you interested in learning? 2. What are the main features of your learning at the first stage?

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The whole class: 1. What objectives can be reached by using activities like the task for Group A? 2. What principles should we follow when we design speaking activities for pupils to learn to use English?

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Stage 3: Exchange Group C: _______ seemed to be more active and continue to be active in their learning. We can see that because____. The difference may have something to do with_____.

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Group A In the above activity, our learning can be promoted and our interest can be sustained because _____. The main features of our learning at the first stage are that ______.

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Group B: In the learning activity, our learning is hindered and we could not keep our interested in the learning because ______. The main features of our learning at the first stage are that _____.

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YOur own understanding: By using activities like the task for Group A, we can____. When designing tasks for pupils to learn to use English, we should ____.

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By using activities like the task for Group A, we can: provide opportunities for active communicative interaction among students ( )

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make language learning meaningful for the students. encourage the students to use English in an authentic context .

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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

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Communicative language learning( ) The Communicative Approach( ) The Functional Approach ( )

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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

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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

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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)

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---- 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..

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---- An attempt to link classroom language learning with language activation outside the classroom

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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.

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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. ( , )

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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

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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)

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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

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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)

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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.

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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.

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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.

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In what aspect can information gap activity satisfy the above? What should be the teachers role in the information gap activities?

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Stage 4: Extension (2) Present and practice Topic: Shopping ---- Weve got some.... ----- Have you got any ?

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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.

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Fragment A (The students have read a text and have a picture to look at.) Teacher: Right, everybody! Listen and repeat! Shes got some bread. Students: Shes got some bread. Teacher: Again. Shes got some bread. Students: Shes got some bread.

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Teacher: Good! Marios? Marios: Shes got some bread. Teacher: Good! Anna? (Students repeat the pattern individually round the class.)

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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.

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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.

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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.

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( 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. )

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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.

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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.

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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.

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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

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Which is more effective? Why? Teaching language usage, isolated from context. Teaching a sentence when it is put to use for communicative puroposes. SIGNIFICATION and VALUE:

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Extension 3 According to your own understanding, what language ability should we help the students to improve? How should we transfer the teachcing ideas of communicative language teaching into our teaching practice?

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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.

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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 (

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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.

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1 2 3 ( ) 4

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Second we should try to design learning activities emboding the main characteristics of communicative langauge teaching.

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learner-centered Interactive Meaning-focused Collaborative Purposeful Task-based

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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.

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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: /