1.Underlying theories1.1.The definition of CLT
Communicative Language Teaching is a set of principles about teachingincluding recommendations about method and syllabus
where the focus is onmeaningful communication not structure, use not usage. In this approach, studentsare given tasks
to accomplish using language instead of studying the language.
The syllabus is based primarily on;
1.Functional development,2.Not structural development.3.In essence, a functional syllabus replaces a structural syllabus.4.There is also less emphasis on error correction as fluency andcommunication become more important than accuracy.5.Authentic and meaningful language input becomes more important aswell.6.The class becomes more student-centered as students accomplish their tasks with other students, while the teacher plays more of an observer role.
1.2. The features and principles of CLT2.2.1Features
1)Focus on meaning.2)Communicative competence is the desired goal.3)Learner-centered.4)Fluency is the primary goal.5)Students are expected to interact with other people, either in oral practice, through pair and group work, or in their writings.6)Dialogues, if used, center around communicative functions.7)Intrinsic motivation will spring from an interest in what is beingcommunicated by the language.8)Task-based.
2.2.2. Principles
Fist Meeting:
‘Lost in London: Asking and Giving Directions’
ProcedureObjectivesTime
A.Pre-speakingstage
Step 1:
a.The teacher introduces the topic by showing the Students a map of central London and askingquestions e.g.
What’ this? Have you ever needed or used amap?Why do we usually
need a map?
b.Predicting/Guessing:Students are asked to makeguesses about the purpose of thelesson, e.g.
What
are we going totalk about today?
This warm-up task aims to1.activate prior worldknowledge and relevantcontent schemata (relatedto target cultureawareness) and2.motivate Ls by creatingexpectations
1 Min
Step 2:
Students are invited to listen to a‘real-life’ dialogue derived from a You-tubevideo
1
in which two interlocutors are talkingabout directions: the man asking for directions is a foreigner / tourist lost in thecapital of Britain and his interlocutor isBritish able to give the directions needed based on a map.
To provide Students with thenecessary language input
To make Ls active listeners
To integrate listening withwriting
2 Min
Step 3:
Students are asked to watch theYou-tube video with the subtitles in order tocheck their answers on their own first; thenthe teacher gives feedback.
To motivate them through You-tube technology
To create a ‘real-life’ context
To encourage self-correction
2 Min
Step 4:
To practice language related to
5 Min
1
Students are also provided with picturesto help them understand the meaning and useof key imperatives for giving directions.asking and giving directions
To practice imperatives
B) While-speakingstage
Step 5:
Students work in pairs and are provided with two maps. The idea of this task is information gap. Each learner gets adifferent handout with different buildingsmarked on the map. The student’s job is toexchange information in order to completetheir maps. They should ask
Excuse me,
howcan I get to…?
Questions. Some buildings(e.g. Railway Station) are marked on bothmaps to give students some point of reference. The teacher has to mark X on allthe handouts by hand and make sure it’s inthe same place on both copies(Student A andStudent B) as the activity won’t work otherwise.
To make Ls act out adialogue
To motivate Ls by visualaids
Skills integration
To check comprehension
To encouragecommunication
To engage Ls in aspeaking game
To encourage peer correction8 min
Step 6:
The teacher sets the scene: Studentsimagine they are a group of friends visitingLondon as tourists but they feel lost and needsomebody’s help to continue their sightseeing. Fortunately, they’ve got threemaps of central London. To save time, theydecide to be divided into 3 groups to ask directions for three different places of interest;a.The Houses of Parliament, b.The Buckingham Palace andc.The Tower of London.The 3 groups manage to findsomebody to ask directions. Two members of the group act out the dialogue to the whole
To consolidate vocabularyfor asking & givingdirections
To encourage Students actout a ‘real-life’ dialogue
To enhance group work
To create a ‘real-life’communicative setting
To promote Students’interaction
To develop studentspeaking skills
To make Ls realize how touse a map
Skills integration(listening & speaking)
class. To facilitate Ls to carry out thespeaking task, the teacher can provide themwith a list of helpful expressions andvocabulary for asking and giving directions.
C) Post-speakingstage
Step 7:
Each one of the above groups writes a paragraph summarizing the directions for thespecific place of interest they were assignedto find. They are asked to use appropriatelinking expressions.
To develop Ls writingskill using the appropriatelinking expressions
Skills integration (writing& listening)5 Min
Step 8:
A representative of each group reportsthe paragraph back to the whole class. Whilereporting back, the other groups listencarefully to trace the way on their maps andcircle the destination.
To make students activelisteners
To engage students in aspeaking game
To check comprehension5 Min
Step 9:
Students are given a self-assessmentquestionnaire to fill in by Ticking √ what’strue for them in order to get a lessonfeedback as well.
To provide and receivefeedback 1 Min
Step 10:
Students view a video clip with arelevant song, entitled ‘Follow Directions
2
;they sing following the lyrics in the subtitlesand dance all
To listen & sing
To practice pronunciation
To listen, sing and dancefor fun1 Min
SPEAKING MATERIALS AND WORKSHEETS
Lost in London: Asking and Giving Directions’
A.Pre-speaking stage:
2
Listen carefully to the dialogue and fill in the following gaps. Then watch therelevant video and pay attention to the English subtitles to check your answers onyour own.
“Asking and giving directions” – Transcript-
Excuse me!-Yes, __________can I help?-_____________,ehm, can you tell me the to Waterloo Station? I think I’m lost…-I think you might be, yeah… You’re actually here right in the middle of Hyde Park.- Oh dear…- It’s _____________at all! All you need to do is continue___________ on through StJames’ Park…-Yes…- And then, when you get to the Houses of Parliament, _______________left…- Hhmmm…- Then go _______________ the bridge…- Ok…- And then it’s first _________________ and you’re there, that’s Waterloo Station.- Great, ok, so…ehm… Through Hyde Park, and then ___________ at the Houses of Parliament…- No, no, no, LEFT at the Houses of Parliament!- Right! (=Ok). ____________ at the Houses of Parliament. Ehm… Cross the bridge…- That’s it!- And then… to the _______________?- First on the right!- First on the right!- And that’s Waterloo Station!- Fantastic! Thank you very much.- No problem, you’re _____________ - Bye!
B.While-speaking stage:B.1.
Look at the map below. There are buildings that are not marked on your map, butthey are marked on your friend’s map. You are at “X”. Ask your friend how to getthere and mark the ten buildings on your map. What question will you ask? What phrases will you use to answer the question?
MAP 1/STUDENT A
How can I get to …?MAP 2/STUDENT B
The police station, the bank, the hospital,the chemist, the charity shop, the disco, theshoe shop, the newsagent's, the internetcafé, the snack bar
How can I get to …?
B2. Simulation Activity: ‘Lost in London: How to get to …?’
The post office, the Chinese restaurant, thebookshop, the cinema, the fashionboutique, the supermarket, the car park, thebaker's, the dry cleaner's, the Swan Hotel
1.You are a group of friends visiting London as tourists and you’ve just visitedthe British Museum.2.At the moment, you feel lost and need somebody’s help to continue your sightseeing. Fortunately, you’ve got three maps of central London. To savetime, you decide to be divided into 3 groups to ask directions for three mainLondon sights: a. The Houses of Parliament, b. The Buckingham Palace and c.The Tower of London.3.In your groups study the map of central London and prepare a dialogue aboutasking and giving directions for one of the three different sights.4.Two members of your group act out the dialogue to the class.
C.Post-speaking stage:C.1.
Work in your groups again and write a paragraph to summarize the directionsfor the London sight you were assigned to ‘find’ using appropriate linkingexpressions. Then a representative of each group reports back to the class andthe other groups listen carefully to circle the destination ‘tracing’ the way onyour maps.
C.2.
SELF-ASSESSMENT QUESTIONNAIRE
Tick √ what’s true for you
Now I can:
Tick √1
Ask directions for a place
2
Give directions to a place
3
Act out a dialogue about directions
4
Take notes while listening to directions
5
Take turns while acting out a dialogue
6
Use a map to get to a place
7
Use imperatives to give directions
8
Use prepositions of place
9
Write a paragraph about directions
10
Work well with my classmates
3.Application of Communicative Language Teaching
3.1.Some preparations before class
3.1.1.Materials
1.Text-based materials
A typical lesson consists of a theme, a task analysis, for thematicdevelopment a practice situation description, a stimulus presentation,comprehension questions and paraphrase exercises.
2.Task-based material
A variety of games, roles plays, simulations, and task-basedcommunication activities have been prepared to support CommunicativeLanguage Teaching classes.
3.Authentic Materials
Many proponents of Communicative Language Teaching have advocatedthe use of “authentic” “real-life” materials in the classroom. These mightinclude language based realia, such as signs, magazines, advertisements,and newspapers, or graphic and visual sources around whichcommunicative activities can be built.
3.1.2. Procedures
Fincocchiaro and Brumfit once propose communicative procedures like this:1)Presentation of a brief dialogue proceeded by a motivation and discussionof the function and situation—people, roles, setting, topic and informalityof language.2)Oral practice of each utterance of the dialog segment.3) Questions and answers based on the dialog topics and situation itself.4)Questions and answers related to the students’ personal experiences butcentered on the dialog theme.5)Study one of the basic communicative expressions in the dialog or one of the structures which exemplify the function.6)Learners’ discovery of generalizations or rules underlying the functionalexpression or structure.7)Oral recognition, interpretative activities.8)Oral production activities.9)Sampling of the written homework assignment, if given.10)Evaluation of learning (oral only).How to sequence these things is not the most important. What really effects isthe principles to follow. From the above procedures, we summarize as follows:In a communicative lesson, the teacher should:a.Presentation of the topic
b.Motivation of the students to participate in classroom activitiesc.Discussion of situations and functionsd.Study, analysis and application of typical structurese.Activities related to both the topic and students’ experiencesf.Evaluation of tasks
3.2.Using pictures and games in classroom3.2.1. Using pictures in classroom
1.Why use pictures?
By providing a wide range of contexts, students can meet a rangeof situations and experience that will equip them for real lifecommunication. Specifically, pictures contribute to:a.interest and motivation b.a sense of the content of the language
2.Five primary principles of using pictures in class
a.Easy to prepare b.Easy to organizec.Interestingd.Meaningful and authentice.Sufficient amount of language
3.Some examples for using pictures
Topic from picturesa.Show pictures from inside the book. b.Ask the students to tell you as much as they can about thetopic of the story.
3.2.2. Using games in classroom
1.Why use games?
Language learning is a hard task that can sometimes be frustrating.Constant effort is required to understand, produce and manipulate thetarget language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills.Games are highly motivated since they are amusing and at the same timechallenging. Furthermore, they employ meaningful and useful language inreal contexts. They also encourage and increase cooperation.
2.When to Use Game
Nowadays, games are often used as short warm-up activities or when thereis some time left at the end of a lesson. Yet, a game should not be regardedas a marginal activity filling in odd moments when the teacher and classhave nothing better to do. Games ought to be at the heart of teachingforeign languages. They can be used at all stages of the lesson, providedthat they are suitable and carefully chosen.
3.How to Choose Games
a.A game must be more than just fun. b.A game should keep all of the students involved and interested.c.A game should encourage students to focus on the use of languagerather than on the language itself.d.A game should give students a chance to learn, practice, or reviewspecific language material
4. Some ways to use games:
a.Picking the apples b.Competitionc.Climbing the ladder d.Hunting the match picturee.Twenty Questionsf.Word MagicYou can create all kinds of appropriate meaningful and flexiblegames and amusing activities and educational activities are necessaryto keep the class enjoyable and create a sense of fun. However, wemust be careful that the activities do not last too long or the childrenwill become bored.
5.Conclusion
In conclusion, Communicative Language Teaching is aninnovation of foreign language teaching, aiming at improving students’
communicative competence. It also helps to carry out quality education inforeign language teaching. Meanwhile, with the rapid development of EFLteaching in non-English-speaking countries, English teachers have becomemore aware that the exclusive use of either the Communicative Approachor Audio-lingual method does not suit all English teaching situations.Teachers have also discovered that no single teaching methoddeals with everything that concerns the form, the use and the content of thetarget language. So we can’t throw away the traditional teaching methodcompletely. To make Communicative Approach work well in Indonesia,we must reconcile it with the traditional Grammar-Translation method thatis still popularly used in senior high school.
6.References
Book resources:
Littlewood W. (1981). Communicative Language Teaching.Cambridge:Cambridge University Press. Byram, Michael. 2000. Routledge Encyclopedia of Language Teaching and Learning. Taylor & Francis Routledge; New Yok. Krashen, Stephen D. 1982. Principles and Practice in Second Language Acquisition (Language Teaching Methodology). Pergamon Press Inc. Harmer, Jeremy. 2001. The Practice of English Language Teaching, 3rd Edition-Longman Press.
Internet Sources:
a.http://www.slideshare.net/BerkayFrtna/disadvantages-of-communicative-learning-teaching-presentation
b.
Videos resources:
c.
http://www.youtube.com/watch?v=-SU_DYxI8SUd.http://www.youtube.com/watch?v=atFupd8NxRE
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تاريخ : پنجشنبه 09 مرداد 1393 | 13:45 | نویسنده : guilanclt | ارسال نظر(0)