Communicative Teaching Learning | Human Communication | Academic Discipline Interactions

IPGM KAMPUS DARULAMAN

‡ The communicative approach is the theory that language is communication. communication. ‡ Therefore, the final aim of CLT is

communicative competence. competence.

‡ Class ² 20 students that lived in Canada for 2 years ‡ Activities: ² Distributes a handout ² Playing a game ² Reads a number of predictions ² A picture strip story ² A role play ² Elicit relevant vocabulary words ² Homework assignment ² listen to the debate on radio/watch TV .

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‡ ‡ Language is not just the object of study but also as the medium of interaction in the class ‡ To tell the students that one function can have many different linguistic forms ‡ .used in a real the newspaper context ‡ to expose students to natural language in a variety of situations ‡ Students underline the reporter·s predictions and says which ones they think the reporter feels most certain of or least certain of Gives the students the directions for the activity in the target language State the reporter·s predictions by using their own words ‡ being able to figure out the speaker·s intention ‡ students able to analyse the predictions.OBSERVATION 1. PRINCIPLES Distributes a handout ‡ Has a copy of a sports column from ‡ authentic language .

‡ Enable students to communicate to each other in real life situation ‡ Speaker receives immediate feedback from the listener .identify the picture of the sport equipment cards PRINCIPLES ‡ Learn to construct the sentences correctly 3. Unscrambled sentences ‡ Unscramble the sentences of the newspaper article ‡ Gives the students the activity which need them to arrange the sentences in order ‡ Compare the answer with the original article on the other side of the handout Playing a game ‡ Language game .OBSERVATION 2.

people will be living ‡ Given an opportunity to express on the moon their ideas and opinions ‡ The students are asked how probable they think the predictions are and why they believe so ‡ Students make an error ² the teacher and other students just ignore it ‡ Error is a natural outcome of the development of communication skills . PRINCIPLES Predictions· game ‡ The students are given the year of predictions Exp: In 2050.OBSERVATION 4.

A picture strip story ‡ Give each group a strip story PRINCIPLES ‡ To establish situations likely to improve communication ‡ Work with a partner to predict what ‡ Encourages cooperative relationships among students the next picture in the strip story ‡ An information gap existed since the will look like students did not know what the picture contained 6.OBSERVATION 5. Role play ‡ Imagine that they are all employees of the same company ‡ Teacher keeps remind the student that one of them is playing the role of the boss and the others should remember this when speaking to him ‡ Learn to use language form appropriately which is an important part of the communicative competence .

OBSERVATION ‡ Teacher moves from group to group offering advice and answering questions ‡ Students suggest alternative forms they would use to state the predictions to a colleague ‡ Elicit relevant vocabulary PRINCIPLES ‡ Teacher . Homework ‡ Listen to a debate on the radio or watch it on the TV ‡ Given opportunity to listen to language as it is used in real situation .as an advisor ‡ A speaker has a choice not only about what t say but also how to say it ‡ State the grammar and vocabulary that they learn from the activities 7.as a facilitator .

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‡ To enable students to communicate in the target language ‡ Students need to know that many different forms can be used to perform a function ‡ Students must be able to choose the most appropriate form in any suitable situation .

‡ Teacher ² As a facilitator ‡ To establish situations likely to promote communication ² Act as an adviser ² Be a ¶communicator· ‡ Student ² As a communicator .

there are 3 features: ² Information gap ² Choice ² Feedback ‡ The use of authentic materials .‡ Almost everything is done with a communicative intent Exp: communicative activities like games etc. ‡ According to Marrow (1981).

‡ Student-teacher interaction ² As a facilitator ² As a co-communicator ‡ Student-student interaction ² Pairs ² Triads ² Small group ² Whole group .

‡ Will be more motivated ‡ Given them opportunity to express their individually by sharing the ideas and opinions ‡ Enhance the cooperative interactions .

they will likely use ¶can·.can seek permission by using it . . Exp: The use of word ´mayµ .‡ Students need to have the knowledge of forms and meanings and function.but if the students know the situation as being informal. ‡ They also must use this knowledge and take into consideration the social situation.

‡ Areas of language that are emphasized is: ² The forms ‡ Variety of forms are introduced for each situation ² The cohesion and coherence .

‡ Language should be used not only during communicative activities but also for explaining the activities to the students homework ‡ The target language is a vehicle for communication. not just an object to be studied .

‡ Teacher evaluates not only the students· accuracy but also the fluency ‡ Teacher can evaluate the students· performance in his role as a adviser or co-communicator ‡ Teacher can assess students· writing skill .

‡ Teacher notes the errors during fluency activities ‡ Then. teacher will correct it when the accuracybased activity .

The endº .

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