Module 2: The Approaches for Language

Arts Teaching

Lesson 1
Communicative and Language Scaffolding
Approach
 Learning Targets

Distinguish Identify learning Devise relevant

Communicative experiences that learning experiences
Approach from would suit best for for communicative
Scaffolding each approach. and scaffolding
Approach. approach.
 Let's do this!
Group 1
"THE INTERPRETER"
• There will be two students that will act as
the "teacher" and the other as "interpreter".
• The teacher will whisper the word to the
interpreter and the interpreter will give hand
signals or actions.
• The rest of the group (as deaf) will be the
one to guess the word/words that the
interpreter will act.
Group 2
"THE PROMODISER"
• There will be three students to act as the
Tour guides and the others as tourist from
other country who just arrive at the
province.
• They have to promote the Local
Tourist/vacation spot of Davao De Oro that
they represent for the tourists to visit.
For the Group 1, what do you
think made the communication
difficult?
How were you able to
understand each other?
For the Group 2, what are
the communication skills
that you used in the
activity?
How did you pursuade the
tourists?
COMMUNICATIVE LANGUAGE
APPROACH SCAFFOLDING
APPROACH
 COMMUNICATIVE
APPROACH
The Communicative Approach – or Communicative Language
Teaching (CLT) – is a teaching approach that highlights the
importance of real communication for learning to take place.
 grammar and learner’s competence to
communicate in the target
vocabulary language
(grammatical/linguistic (communicative
competence) competence)
 COMMUNICATIVE
APPROACH
KEY FEATURES

 Lesson aim to practice and develop.

 Teacher acts as Facilitator

 Fluency and accuracy

 Here are some of the activities for
communicative approach
• Open-ended questions
• Debate
• Simulation
• Role-playing
• Interview
• News reporting
 LANGUAGE SCAFFOLDING
APPROACH
Teachers and other adults modify their language
to match the language level of students. This type
of modification is called “scaffolding.”
 The goal is to speak slightly above the child’s level so
he/she can learn and grow.
 Scaffolding can involve making language and
vocabulary simpler.
 Effective scaffolding means that the adult adjusts his/her
language but continues to challenge the student.
Some of the activities/strategies for
Language scaffolding approach
• Show and Tell
• Pre-teach Vocabulary
• Use visual aids
• Pause, ask questions, pause, review
• Mini maps and concept maps