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Introduction to primary TEFL

Communicative language teaching 1

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Outline

✘ Repetition KRASHEN and PIENEMANN

✘ Pair work: asking each other
✘ Question types in school
✘ Principles of CLT
✘ 10 core assumptions
✘ Practical application: class interviews
✘ Practical application: dialogue cards
✘ Practical application: Dress for the weather
✘ Substitution tables
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Repetition:
KRASHEN and PIENEMANN

Can you explain …

✘ the difference between "acquisition" and "learning"?

✘ the "monitor hypothesis"?

✘ "i + 1"

Answer the following questions:

✘ How many stages of FL learning does PIENEMANN mention in
his processability theory?
✘ Are these stages different according to the leaner's mother
tongue?
✘ How can the teacher make use of these stages?
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Pair work: Asking each other

✘ Work with a partner and ask him / her questions.

Person 1 starts with question 1, person 2 goes on
with question 2…

✘ The questions are on the next slide.

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Person 1: Person 2:

✘ What’s the weather ✘ Where can you buy

like? shoes?

✘ What’s your name? ✘ What’s your favourite

colour?
✘ How old are you? ✘ What time is it?

✘ Can you ski? ✘ What is today’s date?

✘ What are you wearing? ✘ When is your birthday?

✘ What is your favourite ✘ How do you get to

food? university?
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What was is like?

➔ feedback on the task.
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Question types in school

✘ Display questions:
These are questions where the students have to
display their knowledge; the teacher knows the
answer.

✘ Referential / genuine questions:

The teacher/ the interaction partner does not know
the answer to the question. ➔ Much more interesting
to answer; can start a real conversation
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Principles of CLT

✘ Error correction: no intrusive correction; the teacher repeats

the student’s sentence and puts in the correction.
✘ Genuine questions: real questions that ask for information
unknown to the person who asks. ➔ no display questions!
✘ Negotiation of meaning in the target language.
✘ Linguistic competence is only part of the communicative
competence.
✘ Suitable material for teaching: authentic material, scrambled
sentences to teach cohesion and coherence, language games,
information gap activities, role plays…

annotation: cohesion: Zus.hang, Geschlossenheit; coherence. Schlüssigkeit

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Richards (2006): Ten core assumptions

You have got 10 minutes.

Task:
✘ 1) Read the 10 core assumptions to yourself.

✘ 2) Choose two to discuss with your partner: What

do you think about the assumption?

✘ Do you agree? If yes, why? If not, why not?

➔ later on, we are going to collect some of your

opinions in class.
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Practical application: class interview

Task:
✘ Work with the document

✘ The children (class 3) have to interview their fellow-

students in class and collect the answers in the
table.
How would you explain to the children what
they have to do? Write down the instructions in
steps: 1…., 2…, 3…
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Practical application: dialogue cards

Example fromEhlers, Gisela (2021). Bumblebee 4, Textbook Baden- 12

Württemberg. Braunschweig: Westermanngruppe.p.10-11

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Substitution tables

✘ Example_substitutiontable.png
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Reflection

✘ Which prnciples of communicative language

teaching can be put into practise with the
materials?
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Next week’s class…

✘ Will be taught asynchronously through material I’ll

provide on Moopaed.
✘ You will be asked to read a text and answer
questions on the text.
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References:

✘ Cameron, Lynne (2001). Teaching Languages to Young

Learners. Cambridge: Cambridge University Press, 71
✘ Ehlers, Gisela et al. (2008). Bumblebee 1/2. Workbook für
Englisch in Klasse 1 und 2. Braunschweig: Schroedel
✘ Ehlers, Gisela (2021). Bumblebee 4, Textbook Baden-
Württemberg. Braunschweig: Westermanngruppe
✘ Richards, Jack C. (2006). Communicative Language Teaching
Today. Cambridge: Cambridge University Press, 22-23