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CUHK Faculty of Education PGDE 2006-2007 SCT – English (F/T Secondary). Seminar on Methods and Approaches Pang Wing Yan Winnie Tam Long Mei Ronnie Wong Suet Fan Karen. Communicative Language Teaching (CLT). Communicative Language Teaching (CLT). Presentation of lesson conducted by CLT

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cuhk faculty of education pgde 2006 2007 sct english f t secondary

CUHK Faculty of EducationPGDE 2006-2007SCT – English (F/T Secondary)

Seminar on Methods and Approaches

Pang Wing Yan Winnie

Tam Long Mei Ronnie

Wong Suet Fan Karen

communicative language teaching clt1
Communicative Language Teaching (CLT)
  • Presentation of lesson conducted by CLT
  • Recaps on previous lessons
  • Game session

2. Summary of CLT

  • General idea of CLT
  • Pros and cons of CLT

3. Discussion session

background of our class
Background of our class
  • Band 1 EMI school
  • Co-ed secondary
  • Secondary 3 students
  • Able to master English well (written and orally)
recaps
Recaps

Do you still remember???

Some…Something…Somebody…Someone…???

Any…Anything…Anybody…Anyone…???

No…Nothing…Nobody…No one…???

game time
Game Time!!!

Who’s the Thief???

game time1
Game Time!!!

Situation:

  • Richie Mansion
  • Robberies
  • Done by the same person

Tasks:

  • Policeman/policewoman
  • Ask residents questions
  • Find out who’s the thief

“Regulations”:

  • You can ask any relevant question, but you have to use the quantifiers (some…any…no…)
slide9
Now, please form into groups of four. Two will be the policeman/policewomen while two will be the residents of the Richie Mansion.
communicative language teaching clt2
Communicative Language Teaching (CLT)

What implications/what can we learn from the game???

communicative language teaching clt3
Communicative Language Teaching (CLT)
  • Use indefinite pronouns
  • Convey ideas and information
  • Open an interaction
  • Confidence
  • Keenness
  • Sensitivity
communicative language teaching clt4
Communicative Language Teaching (CLT)
  • Expression of meaning or interaction or communication.
  • Focus on functional skills and linguistics objectives. E.g. to report a robbery using indefinite pronouns (someone, anyone etc.) and general English knowledge (give answers to different types of questions and basic sentence structure).
slide14
Pros
  • Great autonomy, no fixed syllabus
  • Replicate real communication
  • Information gap: encourages Ss to take an active role in the activity.
  • Activity can lessen the tense atmosphere of classrooms.
  • Enable Ss to practice different language items in English.
slide15
Cons
  • Uncontrolled range of language Ss may use some wrong form
  • T cannot listen to the entire conversation of every Ss hard to correct their mistake
  • More emphasis on fluency than accuracy grammar lost.
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