Activity: The Telephone Game

■ Players must stand in a straight line. They need to be close enough

that whispering is possible but not so close that players can hear each
other.
■ The last person on the line will read the written phrase or sentence
and whisper it to the next person on the line.
■ Groupmates whisper the phrase or sentence to the person standing
next to him/her until it reaches the last person on the line.
■ The last person recites the phrase or sentence out loud so everyone
can hear.
COMMUNICATIVE
LANGUAGE
TEACHING
(CLT)
 BRIEF HISTORY
■ CLT origins can be found in changes in the British Language teaching
tradition in the 1960’s.
■ Back then, the Situational Language teaching approach was a norm.
■ SLT consisted on internalizing the structures of a language.
■ Mostly, learning grammar rules without vocabulary development.
■ The SLT did not fill the need to develop language competence in
Language teaching.
■ A group of experts saw the need to focus in communicative proficiency
rather mastery of structures. (Richards, J.C. and Rodgers, T.S. p.64)
 BRIEF HISTORY
■ Sandra J. Savignon , Christopher Candlin, D.A. Wilkins and Henry
Widdowson along with others promoted the CLT approach.
■ Along with the changes in Europe it helped to reform the language
teaching.
What is COMMUNICATIVE LANGUAGE
TEACHING?
■ Communicative Language Teaching (CLT) can be
understood as a set of principles about the goals of
language teaching, how the learners learn a
language, the kinds of classroom activities that best
facilitate learning, and the roles of teachers and
learners in the classroom (Jack C. Richards, 2006)
What is COMMUNICATIVE LANGUAGE
TEACHING?
■ An approach to the teaching of second and
foreign language, emphasizes interaction as
both the means and the ultimate goal of
learning a language. It is also referred to as
“Communicative Approach”.
What is COMMUNICATIVE LANGUAGE
TEACHING?
■ Cooperative Learning is a group learning activity
organized so that learning is dependent on the
socially structured exchange of information between
learners in groups and in which each learner is held
accountable for his or her own learning and is
motivated to increase the learning of others. (Olsen
and Kagan 1992.)
According to the communicative approach, in
order for learning to take place, emphasis must
be put on the importance of these variables:
■ Communication - activities that involves real communication
■ Tasks - activities in which language is used to carry out
meaningful tasks which supports the learning process.
■ Meaning - language that is meaningful and authentic to the
learner boosts learning.
 OBJECTIVES
■ Use language as a means of communication,
object of learning and means of expressing
values.
■ Focus on Communication rather than structure.
■ Develop communicative competence through
socially structured interaction activities.
■ Focus on meaningful tasks.
■ Collaboration
 ADVANTAGES
■ Increased frequency and variety in classroom
interaction.
■ Possibility for the development of language,
cognitive and language skills.
■ Integrating content-based instruction.
■ Variety of materials to be used for stimulation
and/or concept learning. Possibility for the
development of language, cognitive and language
skills.
■ Opportunity for students to be more active in their
learning and to use each other as live resources.
 GENERAL CHARACTERISTICS
■ Raise of achievement of all students.
■ Positive relationships among students.
■ Experience on healthy social, psychological, and cognitive
development.
■ Replace competition for cooperation.
■ Replace teacher-fronted lessons for student-centered.
■ Interactive pair and group activities.
■ Development of learning and communication strategies.
■ Reduce learners stress and create a positive affective classroom
climate.
 ROLES of the LEARNER
■ Work collaboratively on tasks with other group
members.
■ Must learn teamwork skills.
■ Be directors of their learning (plan, monitor and
evaluate their own learning)
■ Learning requires student’s direct and active
involvement and participation
■ Alternate roles involve partners in the role of tutors,
checkers, recorders and information shares.
 ROLE OF THE TEACHERS
■ Create a highly structured and well-organized learning environment in
the classroom.
 Setting goals, planning and structuring tasks, establishing the physical
arrangement of the classroom, assigning students to groups and
roles, and selecting materials and time.
 Be a facilitator of learning.
 Move around the class and help the group as needs arise:
 During the time, the teacher interacts, teaches, reinforces, refocuses,
questions, clarifies, supports, expands, celebrate and empathizes.
 Teacher speaks less than in a teacher fronted class.
 ROLE OF THE TEACHERS
■ Provide broad questions to challenge critical
thinking,
 Prepare the students for the task they will
carry out.
 Assist students with the learning tasks.
 Give few commands, imposing less disciplinary
control.