Communicative language teaching

6.  SURVEY for a 5th grade class
 This activity represents the CLT method
because the speaking skill is applied
althogh there are also involved specific
grammar tasks and vocabulary but the
CLT principles are the most important in
the classroom procedure.
 Let´see!

7.  The teacher first presents the grammar and
vocabulary ;the objective of this class is
how to distingish the questions above and
be able to answer them correctly by
presenting severel mini-dialogs preceded
by a motivation relating the dialog situation
 What does he/she do?(profession)
 What does he/she like?(hobbies)
 What is he/she like?(character)
 What does he/she look like?(phisicial
appearance)

8.  Therefore the teacher
prepeared a survey sheet
where the students have to
fill in the gaps with the
needed information by
asking their classmates

9. What´s What does What What is What
his/her he/she does he/she does
name? do? he/she like? he/ she
like? look
like?
Do you have any Yes I He’s a He likes He´s He´s tall
brothers or sisters? have. Chef. football very and a
His and outgoin little bit
name is fishing. g and over
Martin. friendly. weight.
Do you have an
uncle/aunt?
Do hou have
grandmother and
grandfather?
Do you have a
cousin?
Do you have a
best friend?
Do you have a
pet?

10.  After the teacher shows an example
how to fill in the sheet with a student and
how to make the dialog , the teacher
gives any student a sheet and the
activity can begin! The goal is to fill the
sheet asking different classmates so they
have to form pairs and then look for the
next student and change the classmate
for the next question.

11.  The audio-lingual Method is based in
structure and linguistic, it emphasizes the
repetition and linguistic precision and
does not help students to acquire
communicative competence.
 Here I would like to show you how
Montaigne (French Philosopher), learned
Latin without a book, without grammar
or rules, without tears just “learning by
doing” or “the experience approach”

12.  “Communicative acts” is central to most
CLT interpretations.
 CLT learner-centered and experience-
based
 The linguist John Firth stressed that
language needed to be studied in a
sociocultural context of its use, including
participants, their behavior and beliefs
and the objects of linguistic discussion.

13.  The best curriculum consist of “WELL-
SELECTED EXPERIENCES” (it was proposed
by an American National curriculum
commission in the 1930`s)

14.  We can find several theories that refer to
CLT, but I would like to talk about
Krashen. He says that the grammatical
knowledge is the result of an instruction,
but the student cannot get the
acquisition.
 ACQUISITION is to learn the language in
a real communication; it is the
spontaneous language use. An
unconscious development.

15.  CLT is in favor to the PRACTICE which
develops communication skills.
 Examples:
 -Dialogs, not normally memorized.
 -Contextualization.
 -Communication is the desired goal.
 -Language is created by the individual
often through trial and error.
 -Interest in what is being communicated by
the language.
 -Introduces real texts in real time.
 -Focused on the learning approach but not
only in the language.
 - Learner-centered and experience-based.

16.  This method can lead to learner confusion and
resentment; there are no text and grammar rules.
 -The classroom arrangement is nonstandard.
(CLT recommended that learners learn to see that failed
communication is a joint responsibility.)
 -CLT raises important issues for teacher training,
materials development and testing and evaluation,
how suitable it is for non-native teachers? (They may
feel uncomfortable without special training)
 (They required a special training to apply this method)
 -How can it be adopted when the students must
continue to take grammar-based tests?
(If we want to use CLT method, then the evaluation should
consider this method).