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ADAPTING CONTENT FOR CLT & STANDARDS-

BASED LESSON PLANNING
Key ideas
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Index

 Table of content:

 Underlying theories
 Features
 Lesson plan (with teaching material)
 Application of Communicative Language Teaching

Development

1. Underlying theories
1.1. The definition of CLT
Communicative Language Teaching is a set of principles about teaching including
recommendations about method and syllabus where the focus is on meaningful
communication not structure, use not usage. In this approach, students are 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 and communication become
more important than accuracy.
5. Authentic and meaningful language input becomes more important as well.
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 CLT
2.2.1 Features
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.
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6) Dialogues, if used, center around communicative functions.

7) Intrinsic motivation will spring from an interest in what is being communicated by the
language.
8) Task-based.

2.2.2. Principles
1) The communicative principle: Activities that involve real communication promote
learning.
2) The task principle: Activities in which language is used to carry out meaningful tasks
promote learning.
3) The meaningfulness principle: Language that is meaningful to the learner supports the
learning process.

1.3. Advantages and disadvantages of communicative language teaching

1.3.1. Advantages of CLT
There are some advantages of CLT, there are;
1) The interaction between students and teachers.
Communicative teaching is becoming increasingly clear feature is the change in the way
as the internship; students develop the subject, initiative and become increasingly
important. Teacher-student relationship is an interactive, harmonious relationship, rather
than the traditional education, the kind of master-servant relationship.
2) To inform the basic knowledge and ability to skillfully combine the development.
Traditional classroom teaching of English in the main body of the expense of home study,
only emphasized the teachers on the knowledge of the systematic and integrity, which
is a teacher-centered, knowledge-centered from the medieval "scholastic" teaching
methods inherited One consequence of the neglect of student ability. The communicative
teaching emphasizes the learner's cognitive ability and operational capabilities, which
allow the students themselves to think about and express their views, thus trained in real
life the ability to use language to communicate.
3) Greatly improved the student's interest.
Communicative teaching students to participate in, sometimes accompanied by scenes
or simulated scenarios, so that students more close to life, the students became the main
character, naturally they were interested in the English language, to learn English as a
pleasure.
1.3.2. Disadvantages of CLT
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There some disadvantages of CLT, There are;

1. It is felt that there is not enough emphasis on the correction of pronunciation and
grammar error. It is because too much focus on meaning at the expense of form.
2. CLT approach focuses on fluency but not accuracy in grammar and pronunciation.
3. The CLT approach is great for intermediate student and advanced students, but for
Beginners some controlled practice is needed.
4. The monitoring ability of the teacher must be very good
5. Grammar Teaching Practices make application of this approach difficult.

2. Lesson plan (with teaching material)

Target
Senior High School Students
Audience
Subject Speaking
To foster students’ speaking skills and in the
Objective (Aim) primary EFL classroom by creating
a ‘real-life’ communicative setting
Lost in London: Asking and Giving
Topic Directions

Teacher Citra Priski Abadi

Class IX SMA

Method Communicative Language Teaching (CLT)

Durations /
45 Minutes / 2 Meetings
Meetings
Objectives Students will be able to;

1. Develop student’s speaking skills

2. Encourage asking and giving directions in
English
3. Develop student’s speaking micro skills
4. Raise students communicative skills
5. Achieve skills integration
6. Enhance students collaboration
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a central London map, You-tube videos, a

Materials
lap-top, worksheets

Speaking Lesson Plans

Fist Meeting: ‘Lost in London: Asking and Giving Directions’

Procedure
Objectives Time
A. Pre-speaking stage
Step 1:  This warm-up task aims 1 Min
a. The teacher introduces the topic to
by showing the Students a map of 1. activate prior world
central London and asking knowledge and relevant
questions e.g. content schemata
What’ this? (related to target culture
Have you ever needed or used a awareness) and
map? 2. motivate Ls by creating
Why do we usually need a map? expectations

b. Predicting/Guessing:
Students are asked to make
guesses about the purpose of the
lesson, e.g. What are we going to
talk about today?

Step 2:  To provide Students with 2 Min

Students are invited to the necessary language
listen to a ‘real-life’ dialogue input
 To make Ls active
derived from a You-tube video1 in
listeners
which two interlocutors are talking  To integrate listening with
about directions: the man asking writing

for directions is a foreigner /

1
http://www.youtube.com/watch?v=-SU_DYxI8SU
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tourist lost in the capital of Britain

and his interlocutor is British able
to give the directions needed
based on a map.
Step 3:  To motivate them through 2 Min
Students are asked to You-tube technology
watch the  To create a ‘real-life’
context
You-tube video with the subtitles
 To encourage self-
in order to check their answers on correction
their own first; then the teacher
gives feedback.
Step 4:  To practice language 5 Min
Students are also provided related to asking and
with pictures to help them giving directions
 To practice imperatives
understand the meaning and use
of key imperatives for giving
directions.
B) While-speaking stage
Step 5:  To make Ls act out a 8 min
Students work in pairs and dialogue
 To motivate Ls by visual
are provided with two maps. The
aids
idea of this task is information  Skills integration
gap. Each learner gets a different  To check comprehension
 To encourage
handout with different buildings
communication
marked on the map. The student’s  To engage Ls in a
job is to exchange information in speaking game
 To encourage peer
order to complete their maps.
correction
They should ask Excuse me,
how can I get to…? Questions.
Some buildings (e.g. Railway
Station) are marked on both maps
to give students some point of
reference. The teacher has to
mark X on all the handouts by
hand and make sure it’s in the
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same place on both

copies(Student A and
Student B) as the activity won’t
work otherwise.
Step 6:  To consolidate
The teacher sets the vocabulary for asking &
giving directions
scene: Students imagine they are
 To encourage Students
a group of friends visiting London act out a ‘real-life’
as tourists but they feel lost and dialogue
 To enhance group work
need somebody’s help to continue
 To create a ‘real-life’
their sightseeing. Fortunately, communicative setting
they’ve got three maps of central  To promote Students’
interaction
London. To save time, they decide
 To develop student
to be divided into 3 groups to ask speaking skills
directions for three different  To make Ls realize how
places of interest; to use a map
 Skills integration
a. The Houses of Parliament, (listening & speaking)
b. The Buckingham Palace and
c. The Tower of London.
The 3 groups manage to
find somebody to ask directions.
Two members of the group act out
the dialogue to the whole class.
To facilitate Ls to carry out the
speaking task, the teacher can
provide them with a list of helpful
expressions and vocabulary for
asking and giving directions.
C) Post-speaking stage
Step 7:  To develop Ls writing skill 5 Min
Each one of the above using the appropriate
groups writes a paragraph linking expressions
 Skills integration (writing
summarizing the directions for the
& listening)
specific place of interest they were
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assigned to find. They are asked

to use appropriate linking
expressions.
Step 8:  To make students active 5 Min
A representative of each listeners
group reports the paragraph back  To engage students in a
speaking game
to the whole class. While reporting
 To check comprehension
back, the other groups listen
carefully to trace the way on their
maps and circle the destination.
Step 9:  To provide and receive 1 Min
Students are given a self- feedback
assessment questionnaire to fill in
by Ticking √ what’s true for them
in order to get a lesson feedback
as well.
Step 10:  To listen & sing 1 Min
Students view a video clip  To practice pronunciation
with a relevant song, entitled  To listen, sing and dance
for fun
‘Follow Directions2; they sing
following the lyrics in the subtitles
and dance all

SPEAKING MATERIALS AND WORKSHEETS

2
http://www.youtube.com/watch?v=atFupd8NxRE
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Lost in London: Asking and Giving Directions’

Pre-speaking stage:
Listen carefully to the dialogue and fill in the following gaps. Then watch the
relevant video and pay attention to the English subtitles to check your answers on your
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 St
James’ 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!

While-speaking stage:
B.1. Look at the map below. There are buildings that are not marked on your map, but they
are marked on your friend’s map. You are at “X”. Ask your friend how to get there and
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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 …?

The police station, the bank, the hospital, the chemist, the charity shop,
the disco, the shoe shop, the newsagent's, the internet café, the snack
bar

MAP 2/STUDENT B
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How can I get to …?

The post office, the Chinese restaurant, the bookshop, the cinema,
the fashion boutique, the supermarket, the car park, the baker's, the
dry cleaner's, the Swan Hotel

B2. Simulation Activity: ‘Lost in London: How to get to …?’

1. You are a group of friends visiting London as tourists and you’ve just visited the 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 save time, you decide to be
divided into 3 groups to ask directions for three main London sights: a. The Houses of
Parliament, b. The Buckingham Palace and c. The Tower of London.
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3. In your groups study the map of central London and prepare a dialogue about asking
and giving directions for one of the three different sights.
4. Two members of your group act out the dialogue to the class.

Post-speaking stage:

C.1. Work in your groups again and write a paragraph to summarize the directions for the
London sight you were assigned to ‘find’ using appropriate linking expressions. Then a
representative of each group reports back to the class and the other groups listen
carefully to circle the destination ‘tracing’ the way on your 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 thematic development a
practice situation description, a stimulus presentation, comprehension questions and
paraphrase exercises.
2. Task-based material
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A variety of games, roles plays, simulations, and task-based communication activities

have been prepared to support Communicative Language Teaching classes.
3. Authentic Materials
Many proponents of Communicative Language Teaching have advocated the use of
“authentic” “real-life” materials in the classroom. These might include language based
realia, such as signs, magazines, advertisements, and newspapers, or graphic and
visual sources around which communicative 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 discussion of the
function and situation—people, roles, setting, topic and informality of 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 but centered 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 functional expression 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 is
the 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 activities
c. Discussion of situations and functions
d. Study, analysis and application of typical structures
e. Activities related to both the topic and students’ experiences
f. Evaluation of tasks
3.2. Using pictures and games in classroom
3.2.1. Using pictures in classroom
1. Why use pictures?
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By providing a wide range of contexts, students can meet a range of situations and
experience that will equip them for real life communication. 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 organize
c. Interesting
d. Meaningful and authentic
e. Sufficient amount of language
3. Some examples for using pictures
Topic from pictures
a. Show pictures from inside the book.
b. Ask the students to tell you as much as they can about the topic 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 the target 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 time challenging. Furthermore, they employ meaningful and
useful language in real contexts. They also encourage and increase cooperation.
2. When to Use Games
Nowadays, games are often used as short warm-up activities or when there is some
time left at the end of a lesson. Yet, a game should not be regarded as a marginal
activity filling in odd moments when the teacher and class have nothing better to do.
Games ought to be at the heart of teaching foreign languages. They can be used at all
stages of the lesson, provided that 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 language rather than on the
language itself.
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d. A game should give students a chance to learn, practice, or review specific language
material
4. Some ways to use games:
a. Picking the apples
b. Competition
c. Climbing the ladder
d. Hunting the match picture
e. Twenty Questions
f. Word Magic

You can create all kinds of appropriate meaningful and flexible

games and amusing activities and educational activities are necessary to keep the
class enjoyable and create a sense of fun. However, we must be careful that the
activities do not last too long or the children will become bored.

5. Conclusion
In conclusion, Communicative Language Teaching is an innovation of foreign language
teaching, aiming at improving students’ communicative competence. It also helps to
carry out quality education in foreign language teaching. Meanwhile, with the rapid
development of EFL teaching in non-English-speaking countries, English teachers
have become more aware that the exclusive use of either the Communicative
Approach or Audio-lingual method does not suit all English teaching situations.

Teachers have also discovered that no single teaching method deals with everything
that concerns the form, the use and the content of the target language. So we can’t
throw away the traditional teaching method completely. To make Communicative
Approach work well in Indonesia, we must reconcile it with the traditional Grammar-
Translation method that is 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.
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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. http://lc.hkbu.edu.hk/book/pdf/v08_07.pdf
Videos resources:
c. http://www.youtube.com/watch?v=-SU_DYxI8SU
d. http://www.youtube.com/watch?v=atFupd8NxRE