- •Explanation
- •Modern Usage
- •Developments & Problems
- •Summary
- •1. Brainstorm bonanza
- •2. Problem-solving as a group
- •3. Clue me in
- •4. Survivor scenarios
- •5. Moral dilemma
- •Communicative Language Teaching
- •Explanation
- •Misconceptions
- •Using the Method
- •Summary
- •Four sound reasons to teach grammar with games
- •Children are more motivated to learn grammar with games
- •What kinds of games work best?
- •Comparative adjectives
- •Examples
- •Superlative adjectives
- •Examples
- •Forming regular comparatives and superlatives
- •One syllable adjectives
- •Two syllables
- •Three or more syllables
- •Irregular comparatives and superlatives
- •Advantages of role playing
- •Steps and tips for using role playing
- •1. Syntax. The definition of the phrase. Types of phrases and ways of expressing syntactic relations
- •2. The Direct Method
- •3.The Information gap technique
- •Homonymy: definition and classification
- •The Natural Approach
- •1. Simple sentence. Types of sentences according to their structure. Communicative types of sentence
- •2.Communicative competence and its elements
- •3. The Concept of Polylingual Education in the Republic of Kazakhstan
- •Composite sentences. Types of composite sentences according to their structure
- •The Silent Way
- •Backward Build-up. Expansion Drill
- •The Suggestopedia method
- •3. The Repetition Drill
- •General Notes on Styles. Styles of the English Language
- •3.Chain Drill
- •2. The Community Language Learning
- •1. Expressive Means and Stylistic Devices
- •2. The Content and Language Integrated Learning
- •2.Strategies-based instruction
- •1.Stylistic Classification of the English Vocabulary
- •2. "Total immersion technique"
- •3.Drama Techniques for Teaching English
- •1. The influence of the Latin and French languages upon English
- •2. Give the background of silent way method
- •Конец формы
- •General Notion and Peculiarities of the English Phonetics. Connection with other sciences
- •2. English for Specific Purposes teaching
- •3. Intensive and extensive reading in flt
- •Intonation of declarative type of sentences
- •Intonation of interrogative type of sentences.
- •Intonation of imperative type of sentences:
- •17Билет
- •18Билет
- •Listening Carefully
- •Pronouncing the Word
- •Methods of Grasping the Meaning
- •19Билет
- •20Билет
- •1) Phonetic stylistic devices
- •II phonetics of sequences
- •1.Alliteration
- •2. Onomatopoeia
- •3. Assonance
- •2. Effective Methodologies of teaching speaking
- •2. Effective Methodologies of teaching listening
- •Using Authentic Materials and Situations. Authentic materials and situations prepare students for the types of listening they will need to do when using the language outside the classroom.
- •3. Blended learning activities
- •1. The Old and Middle English written records
- •2. Effective Methodologies of teaching writing
- •3. Project activities
- •1. The phonetic system of Old, Middle and Modern English
- •2. Effective Methodologies of teaching reading
- •Integrating Reading Strategies
- •Using Authentic Materials and Approaches
- •3. Using computer/internet games for young learners
- •1. The laws of Carl Verner and Jacob Grimm
- •2. Reflective teaching
- •3. Brainstorming technique
- •Using the Technique
Communicative Language Teaching
The Communicative Method is in reality an umbrella term – a broad approach rather than a specific teaching methodology, and has now become the accepted ‘standard’ in English language teaching.
Communicative Language Teaching is a natural follow-on from the reaction during the 70s against previous methods which over-focused on teaching grammatical structures and template sentences, and which gave little or no importance to how language is actually used practically.
Explanation
Emphasizes the ability to communicate the meaning of the message, instead of concentrating on grammatical perfection.
The Communicative approach emphasizes the ability to communicate the message in terms of its meaning, instead of concentrating exclusively on grammatical perfection or phonetics. Therefore, the understanding of the second language is evaluated in terms of how much the learners have developed their communicative abilities and competencies.
In essence, it considers using the language to be just as important as actually learning the language.
The Communicative Language Teaching method has various characteristics that distinguish it from previous methods:
Understanding occurs through active student interaction in the foreign language
Teaching occurs by using authentic English texts
Students not only learn the second language but they also learn strategies for understanding
Importance is given to learners’ personal experiences and situations, which are considered as an invaluable contribution to the content of the lessons
Using the new language in unrehearsed contexts creates learning opportunities outside the classroom
Misconceptions
As the method is a broad approach to teaching English, rather than a rigid series of activities, there are some popular misconceptions of what CLT involves.
Learning a language is interactive, co-operative, learner-centered and content-based, but the approach does not mean that learning a second language involves just ‘conversation‘.
Using the Method
The most common educational model applied in the context of the Communicative Method is the Functional-Notional approach, which emphasizes the organisation of the syllabus.
This breaks down the use of language into 5 functional categories that can be more easily analyzed: personal (feelings, etc.), interpersonal (social and working relationships), directive (influencing others), referential (reporting about things, events, people or language itself), and imaginative (creativity and artistic expression).
These 5 broad functions are then delivered by the teacher in the classroom using the ‘3 Ps’ teaching model, which stand for Presentation, Practice and Production.
Summary
When – 1980s to today Focus – Interaction, authentic communication and negotiating meaning Characteristics – Understanding of English through active student interaction; role play, games, information gaps Supporters – David Nunan, D.A. Wilkins
http://blog.tjtaylor.net/method-communicative/
3. Grammar Interactive Games
How does it work, you ask. Well, there has been a movement away from the traditional methods of teaching English grammar through writing, rewriting and worksheets to using a more active approach through games. Researchers have also begun to look at how and why these new methods work.