COMMUNICATIVE

LANGUAGE
TEACHING
(CLASSROOM ACTIVITIES)
 WHAT IS COMMUNICATIVE
LANGUAGE TEACHING (CLT)?
• A set of principles about:

• The goals of language teaching

• How learners learn a language
• The kinds of activities that best facilitate
learning
• The roles of teachers and learners in the
classroom
 HOW LEARNERS LEARN
A LANGUAGE
• Interaction between the learner and users of
the language
• Collaborative creation of meaning
• Creating meaningful and purposeful
interaction through language
• Negotiation of meaning as the learner and his
or her interlocutor arrive at understanding
 WHY WE NEED TO
LEARN ENGLISH?
• Now a day millions of people want to
improve their English language skill.
• For better life
- study abroad
- a better job
- travel
- worldwide demand
 HOW WE LEARN
ENGLISH?
•There are two methods to learn English:

1.Grammatical competence-
here students learn the rules of sentence
formation in a language.

2.Communicative competence–
here student can learn language through activities at the
same time they can learn sentence formation and its use.
 ACCURACY VS FLUENCY
• One of the goals of CLT is to develop fluency as well as
accuracy in language use.
Accuracy:
How much correctly language is being delivered? It focuses
on grammatical competence.
Fluency:
How much quickly communication is made?
• Example: Here teachers will observe students
performance on a fluency task and assign accuracy work
to deal with grammatical or pronunciation problems.
COMMUNICATIVE COMPETENCE

• Linguistic:
-> Knowing how to use language for a range of different purposes
and functions.

• Sociolinguistic:
-> Knowing how to vary our use of language according to the
setting and the participant (e.g. knowing when to use formal and
informal speech)
• Discourse: Knowing how to produce and
understand different types of texts (e.g.
narratives, reports, conversations)

• Strategic: Knowing how to maintain

communication despite having limitations in
one’s language knowledge (e.g. through using
different kinds of communication strategies)
 THREE KINDS OF MATERIALS:
(RICHARDS & RODGERS,
2002:168)

• Text-based materials

• Tasked-based materials

• Realia
Text-based Materials:

•Textbooks designed to direct and support CLT

• Texts from Syllabuses
•A typical lesson consists of:
• Theme (e.g. relaying information)
• Task analysis for thematic development
(e.g., understanding the message, asking
questions to obtain clarification, taking notes,
etc.)
Task-based Materials

•Exercise handbooks
•Cue cards
•Activity cards
•Pair-communication practice materials
•Some provide drills and practice materials in
interactional formats
Realia: A Push for Authenticity

•Based from the belief that language classroom is

intended as a preparation for survival in the real
world
•Use of “authentic,” “from life” materials in the
classroom
• LANGUAGE BASED REALIA: signs,
magazines, advertisements, newspapers
• GRAPHIC & VISUAL SOURCES: maps,
pictures, symbols, charts, graphs
 CLASSROOM ACTIVITIES
IN COMMUNICATIVE LANGUAGE
TEACHING
• Information-Gap activities-
Students practice a role play. One student will act
like a shop keeper with the information of price list
and other will be a client. The role-play the
interaction without looking at each other’s cue card.

• Task completion activities-

Give a situation for brainstorming and solve.
• Information gathering activities-
These learners to collect information and present
in one form.

• Opinion sharing activities-

• Others-
a. Make five dialogues with the given words
b. Role plays with the help of cue cards
c. Create some games like find mistakes of
other groups.
d. Seeing action and find out what they
want to say.
 BENEFIT OF COMMUNICATIVE
LEARNING ENGLISH
• Effective teaching methods
• Create friendly environment
• Easy to motivate the students for study
• Without memorizing students can learn
quickly
• Support more creative approach to teaching
• Help to develop fluency and accuracy in
language
 THE ROLES OF TEACHERS
AND LEARNERS IN THE
CLASSROOM
Learner Roles:
• They have to participate in classroom activities
• become comfortable with listening to their peers in
group work or pair work tasks, rather than relying
on the teacher for a model.
• They were expected to take on a greater degree of
responsibility for their own learning
Teacher Roles:

• They have to assume the role of facilitator and

monitor
• the teacher had to develop a different view of
learners’ errors and of her/his own role in
facilitating language learning.
• As a needs analyst
• As a counselor
• As a group process manager
THANK YOU

FOR LISTENING ! 