REPUBLIC OF THE PHILIPPINES

DAVAO DEL SUR STATE COLLEGE

MATTI, DIGOS CITY, DAVAO DEL SUR

NAME: GIOVANNI A. ALCAIN

SUBJECT: TEACHING ENGLISH AS A SECOND/FOREIGN LANGUAGE

PRPOFESSOR: SIVERLYN M. CAMPOSANO, Ph.D.

1. What is Communicative Language Teaching and how can this be performed

in this new normal? Give sample activities. 

Communicative language teaching can be understood as a set of principles

about the goals of language teaching, how learners learn a language, the kinds of
classroom activities that best facilitate learning, and the roles of teachers and learners
in the classroom. Further, this can be performed in new normal though synchronous
session for instance the teacher and a student act out a dialog in which a customer
returns a faulty object she has purchased to a department store. The clerk asks what
the problem is and promises to get a refund for the customer or to replace the item.

2. Discuss the components of communicative competence and explain how

each can be taught to your foreign language learners. 

In 1980, the applied linguists Canale and Swain published an influential article
in which they argued that the ability to communicate required four different sub-
competencies: grammatical -- ability to create grammatically correct utterances;
sociolinguistic -- ability to produce sociolinguistically appropriate utterances; discourse
-- ability to produce coherent and cohesive utterances; and strategic -- ability to solve
communication problems as they arise.

3. Enumerate the steps you do in teaching English as a foreign language in your

current classes. What is your guide in doing so? 

Hereunder are the steps I used in teaching English as a foreign language in my

recent students:

 planning and preparing in advance;

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 REPUBLIC OF THE PHILIPPINES
DAVAO DEL SUR STATE COLLEGE
MATTI, DIGOS CITY, DAVAO DEL SUR

 keeping instructions clear and simple;

 using Tons of Illustrations;
 making my lesson fun;
 integrating ICT;
 creating a conducive environment; and
 using varied learning techniques.

Moreover, my guide in doing these steps is based on the learning capability and
learning needs of the students. The interim guidelines also from the Department of
Education in delivering flexible learning modalities in my basis as well.

4. What do you think is the importance of English for Specific Purposes (SP) in
the teaching of English as a foreign language?

The significance of English for Specific Purposes is that it focuses on the

development of English language communication skills modified according to the
required sector or department of the learner, for instance finance, hospitality,
marketing, etc. In the same token, it focuses on a particular field, allowing learners to
master the skills relevant to their professional needs and, therefore, improve
communication.

5. If you will be asked to design a syllabus for an EFL course, what are some of
the first things you would do as preparation? 

In writing syllabus for an EFL course, the primary thing that I’m going to do as
part of my planning is that, it is important to make sure that the syllabus tells the
readers the basic outline of what they need to know. This may include: the lesson/unit
title, test schedules, textbook chapters, what skill it teaches, and the lesson content for
instance adjectives of comparison. This will allow the students to know what to expect
and plan ahead. In the same way, it gives an outline for me to follow and monitor the
progress of the course.