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Communicative

language
teaching

DESIGN THEORY

1) Language as means of -This method was built as


expression an alternative to the
traditional teaching
2) Present the language as techniques used in Britain
a semiotic system during the 1960s.
available to be learnt.
-The master of the target
3) Use the language to language is the main goal
express values and of this method instead of
judgements. mastering grammatical
4) Mistakes analysis aspects. What is
important is the actual use
5) extralinguistic goals of the language.
(work within the school
-The topics are divided by
Theory
curriculum).
-The syllabus is composed sections that are divided Design
in different tasks
by different categories
according to the level of
Procedure
with different grammatical
topics for each level. the students.
  
Desing (syllabus) PROCEDURE

We created the syllabus with different *Classroom activities


aspects of the roles as teacher and
learner. *Use of textbooks

- Grammar based *Casual dialogues


- Skill (listening, speaking, writing, *Tasks assignment
reading)
- Function. TYPES OF ACTIVITIES :
- Functions (greeting, introducing, - Accuracy/fluency
telling stories)
- Mechanical meaningful
The level of approach - Task (discover the differences,
and communicative
solve problems)
practice.
- The nature of language. - Information gaps.
- Information gathering.
- The nature of learning a language
- Role-plays.
Activities that involves real - Opinion sharing.
communication promote CAN BE MECHANICAL,
learning. MEANINFUL, AND
COMMUNICATIVE PRACTICE.
- Activities in which language is
used for carrying out meaningful Mechanical :he___(is/are) a…

communication promote learning. Meaningful : I’m going to ___in


the morning…
- Language that is meaningful to
the learner supports the learning Communicative : Questions and
ask
process.