28/ 1

1/
201 9

COM
LAN MUNICA
GUA
GE T TIVE
EAC
HING

CLT
 CLT

ALUMNA:ANA SOFÍA CASANUEVA

MATERIA: DIDACTICA ESP.EN NIVEL SECUNDARIO
PROFESOR:ANDRÉS LESCANO
TERCER AÑO-PROFESORADO DE INGLÉS

INTITUTO DE CARRERAS SUPERIORES N°6016

CONSCRIPTO RICARDO ARMANDO PAZ
2
 ROUND
BACKG
The origins of Communicative Language
Teaching (CLT) are to be found in the
changes in the British language teaching
tradition dating from the late 1960s. Until
then, Situational Language represented
the major British approach to teaching
English as a foreign language. In
Situational Language Teaching, language
3
was taught by practicing basic structures
in meaningful situation-based activities.
 T IS CL T ?
WH A
• The communicative approach is
based on the idea that learning
language successfully comes
through having to communicate
real meaning. When learners are
involved in real communication,
their natural strategies for
language acquisition will be used,
and this will allow them to learn to
use the language.
Example
Practising question forms by asking learners to find out personal 4
information about their colleagues is an example of the communicative
approach, as it involves meaningful communication .
 E R I S TI C S
CHARACT

Equal emphasis in the all four language skills

Emphasis on students needs
Combination on different techniques
Promotion of interaction and meaning negotiation
Functions were central,vocabulary and form were dependent
on communicative purposes and intends.
Use of target language in classroom
Tolerance of mistakes/
5
Fluency is an important dimension of communication.
 RO L E O F
THE ER
E T E A C H
TH

The role of the teacher is to be facilitator of his students‟ learning . He is the manager of
classroom activities. The teacher is charged with the responsibility of establishing situations likely
to promote communication. The students are communicators. They learn to communicate by
communicating. In CLT, learning activities are selected according to the interests of the learner.
The teacher also has the duty of structuring classrooms in a manner that motivates students. He
should focus on both extrinsic and intrinsic motivation. Discussing topics of genuine interest for
learners is a useful tool for maintaining and increasing learner motivation. It is important that
learners discuss topics of genuine interest to them while learning and practicing in English. The
teacher is also charged with the responsibility of creating a conducive classroom environment.
AGREGAR
Learners‟ UN PIE DE
communicative skills can be developed if they are motivated and provided an
6
PÁGINA to express their identity and relate their feelings to the people around them
opportunity
 t ruc t i o nal
ro l e o f ins
The
m at e ria l s

• A wide variety of materials have been used to

support communicative approaches to language
teaching. Unlike some contemporary
methodologies, such as Community Language
Learning, practitioners of Com­municative
Language Teaching view materials as a way of
influencing the quality of classroom interaction
and language use. Materials thus have the
primary role of promoting communicative
language use. We will consider three kinds of
materials currently used in CLT and label these 7
text-based, task-based, and realia.
 A SED
TEXT-B LS
MA TE RI A
• There are numerous textbooks designed to direct
and support Communicative Language Teaching. Their
tables of contents sometimes sug­gest a kind of grading
and sequencing of language practice not unlike those
found in structurally organized texts. Some of these are
in fact written around a largely structural syllabus, with
slight reformatting to justify their claims to be based on
a communicative approach. Others, however, look very
different from previous language teaching texts.

8
 A S E D
TASK-B LS
MA TE RI A
• A variety of games, role plays, simulations, and task-based
communication activities have been prepared to support
Communicative Lan­guage Teaching classes. These typically are
in the form of one-of-a-kind items: exercise handbooks, cue
cards, activity cards, pair-communication practice materials, and
student-interaction practice booklets. In pair-communication
materials, there are typically two sets of material for a pair of
students, each set containing different kinds of information.
Sometimes the information is complementary, and partners
must fit their respective parts of the "jigsaw" into a composite
whole. Others assume different role relationships for the
partners (e.g., an interviewer and an interviewee). Still others
provide drills and practice material in inter­actional formats.
9
REALI A

• Many proponents of Communicative Language

Teaching have advo­cated the use of "authentic,"
"from-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 he built, such as maps,
pictures, symbols, graphs, and charts. Different kinds
of objects can be used to support communicative
exercises, such as a plastic model to assemble from
directions. 10
 What are Communicative Activities?

Communicative activities include any activities that

encourage and require a learner to speak with and listen to
other learners, as well as with people in the program and
community. Communicative activities have real purposes:
to find information, break down barriers, talk about self, and
learn about the culture. Even when a lesson is focused on
developing reading or writing skills, communicative
activities should be integrated into the lesson.

11
What are the benefits and challenges of using
communicative activities?
What are the benefits of using What are some of the
Communicative Activities?
More exposure to Target
Language
More authentic opportunities
to USE the language
Fun and interesting for
learners
Provides opportunity to use
authentic materials
challenges of using
Communicative activities?
Teachers need to know how to
offer support and what support
needs to be offered. This can
mean more time is needed for
planning and preparation of
activities.
Communicative activities can
pose challenges in assessment
Learners can be resistant-
especially if they are
accustomed to teacher-centred
12
styles of teaching
CLT

AN EXAMPLE OF ONE GAME THAT

13
WE COULD USE IN CLASSROOM IS
GUESS WHO?
14
 CONCLUSION
According to my point of view I think that Communicative
Language Teaching is an effective approach in order to learn
through communication . I like the way classroom activities
are developed (such as role-play, interviews, surveys, games),
the pair-work and learning by teaching idea.

15