Prepared by:

Soukaina El Biar
Kanza El kouadssi
Narjiss Errachdi
Abdellatif Kamal
Roukaya Ladghem
Rachida Id Boujnane
Samar Samir
Souhaila-Hayam Dahdouh
 CLT
 Task Based Approach
 Content Based Instruction
 Theme Based Teaching
 The lexical Approach
 Project Based Learning
 Competency Based Teaching
 Comparison
 Communicative LanguageTeaching is:
“one of the most outstanding approaches to
the teaching of foreign or second language
which emphasizes the role of communication
in the language learning process.”
Longman dictionary of language teaching and Applied linguistics

According to this approach, the main

objective of language learning is “communicative
competence”.
 The origin of Communicative Language
Teaching (CLT) dates back to the late 1960s
with the changes occurring in the teaching
tradition of the British language.

 Before then and until that time, the

Situational Language approach was the
major dominant approach to teaching
English as a foreign language.
 Widdowson (1978) holds that language is used to achieve a
communicative purpose.
 Littlewoods (1981) states that language is used as a tool of
communication.
 The objectives of CLT is to develop learner’s ability to use a
language to communicate with others in real life.
 CLT helps learners to become communicatively competent .

 Adopting this approach will allow students to :

 Know how to use language for a range of different purposes and
functions.
 How to vary the use of language according to the setting and the
Participants Know how to maintain communication despite having
limitations in one’s language learning
 At the level of language theory, Communicative Language
Teaching has a rich, if somewhat eclectic, theoretical base.
Some of the characteristics of this communicative view of
language follow.
 1. Language is a system for the expression of meaning.
 2. The primary function of language is for interaction and
communication.
 3. The structure of language reflects its functional and
communicative uses.
 4. The primary units of language are not merely its
grammatical and structural features, but categories of
functional and communicative meaning as exemplified in
discourse.
 Focusing on communicative competence:
 CLT increases the communicative
competence
 Increasing motivation:
It provides the students with authentic and
 meaningful interaction
 Gives equal importance to both the spoken
language (i.e. fluency) and the accuracy of
the production as well.
 Learner’s role:
 Active participant
 The emphasis in Communicative Language Teaching
on the processes of communication,rather than
mastery of language.
 Teacher’s roles:
 - Facilitator: He facilitates the communication
process between all
 participants in the classroom, and between these
participants and the various activities and texts.
 - An independent participant :within the
learningteaching group.
 Give students the opportunity to express their
ideas and opinions
 Errors are tolerated, because they are seen as a
natural outcome of the development of
communicative skills.
 Encourage cooperative relationships among S’s
 Give students the opportunity to listen to
authentic communications.
 Have students work in groups to maximize the
amount of communicative practice they receive.
 Learners are asked to participate in classroom activities that are
based on a cooperative rather than individualistic approach to
learning.
 Social formulas and dialogues : this part is concerned with speech
encounters such as greetings, partings, introductions, excuses…
 Learners of a foreign language need to be taught how to get along
with those situations in an appropriate manner.
 Community oriented task : these are the kind of activities in which
the student is supposed to reinforce his or her competence through
interacting with native speakers outside the classroom.
 Problem solving activities : Students are exposed to a variety of
problems in which they have to figure out a solution to them.
 Role playing : S’s are assigned a fictitious role that they have to Play.
The teacher should clearly explain the scene and the plot.
 Performance activities : S’s have to prepare
something before hand and deliver
 their message to the class which can be
followed by a classroom discussion.
 Activities of CLT should focus on the following
features :
 Reflect natural use of language
 Focus on achieving communication
 Meaningful use of language
 Link language use to a context
 It is a piece of work that must be done especially
one that is difficult or that must be done regularly.

 It is an activity where the target language is used

by the learner for a communicative purpose in
order to acheive an outcome.
 It is an approach which offers students
opportunities to actively engage in communication
in order to acheive a goal or complete a task , The
task based approach seeks to develop students
interlanguage through providing a task and then
using a language to solve it .
 Relevant tasks .
 Tasks are extremely varied but share
common features .
 Students learn by interaction.
 Errors are natural part of the learning
process .
 Participation in and completion of the tasks
is extremely motivational .
 To facilitate students language learning by
engaging them in a variety of tasks that have a
clear outcome .
 To give learners confidence in trying out whatever
language they know.
 To give learners experience of spontaneous
interaction.
 To give learners the chance to benefit from how
others express similar meaning.
In the Pre task stage :
• Use of materials such as pictures , texts or songs to lead into the topic.
• Brainstorming , comparing ideas and sharing experiences
• Eliciting vocabulary or providing a model.
• Allow students time to plan.
In the task stage :
• Pair work and small group work.
• Introduce a surprise element.
• Set a time for completing the task.
• Tell students they have to present a report to the class.
In the Post task :
• Students give the report
• Students listen to a recording or watch a clip of fluent speakers
doing the same task and compare their tasks with theirs.
• The teacher gives feedback and evaluates the success of the work
Content-Based Instruction
Definition of content:
Content usually refers to the subject matter that
people learn or transmit using language.
(Richards & Rodgers, 2001).
Definitions of CBI:
Content-Based Instruction (CBI) is a teaching
approach that focuses on learning language through
learning about something.
“An approach to second language teaching in which
teaching is organized around the content or information
that students will acquire, rather than around a linguistic or
other type of syllabus”
(Richards & Rodgers, 2001, p.204).
 Content-Based Instruction differs from
traditional language classes because
language comes second to the content.

 It’s important to note that English ends up

as subordinate to the material, although the
teacher must recognize and be prepared to
help students with language skills.
 The materials in CBI are used with the subject matter of the content
course. It is recommended that “authentic” materials are identified
and utilized.
There are two implications of authenticity:
1)The materials are similar to those used in native-language instruction.
2) The use of newspapers, magazines, articles and any other media
materials that were not originally produced for language teaching
purposes”.
(Brinton et al., 1989)
Some realia such as tourist guidebooks, technical journals,
railway timetables, newspaper ads, or TV broadcasts are also
recommended by many CBI practitioners.
(Richards & Rodgers, 2001)
 The Sheltered Model: It is used at university where the
goal of teachers is to enable their ESL students to study
the same content material as regular English L1 students.
Sheltered CBI is called “sheltered” because learners are
given special assistance to help them understand regular
classes.
 The Adjunct Model: Undertaken by ESL teachers. The
aim of Adjunct classes is to prepare students for
“mainstream” classes where they will join English L1
learners.
 The Theme Based Model: These classes can be taught
by EFL teachers who create content material based on
the needs and interests of the students.
 To become autonomous so that they can
understand their own learning process and take
charge of their own learning from the very start.
 To study academic subject matters and learn a
foreign language.
 To support each other in collaborative modes of
learning.
 To be active interpreters of input.
 To explore alternative learning strategies and
sources of content.
 To be sources of content and join partcipants in the
selection of topics and activities.
 Assist learners.
 Create learner-centered classrooms
 Be nowledgeable in content areas (fully-equipped
with content).
 Be able to elicit knowledge from students.
 Have responsibility as to keep context and
comprehensibility foremost in their instruction
 Be able to select and adapt authentic materials
for use in class.
(Stryker & Leaver, 1993)
Stryker and Leaver suggest the following essential
skills for any CBI instructor:

1) Varying the format of classromm instruction.

2) Using group work and teal-building techniques.
3) Organizing jigsaw arrangements.
4) Defining the background knowledge and
language skills required for students success.
 The thematic approach, proposed by Freire (1981),
suggests that learning activities must be developed
around generative themes that are part of the
students’ cultural environment. These generative
themes increase students’ motivation and allow them
to extend their knowledge about the subject,
including social and political factors that can
contribute to form complete citizens with critical
minds.
 So, Theme-based approach is a way of teaching and
learning, whereby many areas of the curriculum are
connected together and integrated within a single
theme. It allows learning to be more natural and less
fragmented.
 Thematic learning is based on the idea that
knowledge acquisition is efficient among students
when they learn in the context of a coherent and
holistic way and when they can associate whatever
they learn to their surrounding and real life examples.

Thematic instruction seeks to put the cognitive skills

such as reading, thinking, memorizing, and writing in
the context of a real-life situation under the broad
aim to allow creative exploration.
 It recognizes learning around ideas.
 It provides a framework for linking content
and process from variety of discipline.
 The theme provides coherence activities that
accompany the unit.
 It also help to see the learners see the
meaningful connections across the discipline
or skill areas.
 It conveys clear, compelling purpose to
learners, teachers and parents
 Under the thematic learning instruction, organization of
curriculum can be based on Macro or Micro theme
depending upon the topic to be covered.

Main steps include:

• Deciding a theme:
Theme can be decided by teacher and sometimes by
students and it can be a smaller concept (e.g. village,
mother, climate etc.) to a large and integrated system
(e.g. ecosystem, atmosphere etc.)
• Integration of theme with existing curriculum:
Next step of thematic learning is designing the theme in
an integrative ways to existing curricula keeping the
skill and content knowledge in mind.
• Designing Instructions and co-curricular plans:
This step includes organizing other resources and extra-
curricular activities beyond the textbook for
demonstrating the theme.
• Group Activities and discussion:
Group activities and discussion enable students to
participate and reach on a shared perspective of the
theme. This also helps in creative exploration of the
subject.
Creation/Evaluation/Analysis

Discussion/Project

Theme

Knowledge
 Thematic learning consists of a curriculum that is
unified and dwells on a particular topic.

 It needs to be a sound combination of various

disciplines, subjects with an emphasis on projects.

 The sources are not limited to textbooks

 The curriculum needs to emphasize the explicit and

implied relationship between different concepts.
 The curriculum should create opportunity for the
active participation of the learners in thinking and
problem solving skills, observation, critical reasoning
and analysis.

 The curriculum should be reflection based to help the

learner think deeply and draw conclusions through
various activities.

 The units act as principles of organisation, with

flexible schedules and flexible groups.
 first: Talk about your village

Write the names of main how many weathers how is the popullation there?
vegetations in your area are there in your village?

talk about its area when was it built?

Biology Physics Maths

Geography History

Thematic Learning
Next:

Group activity:

1- What similarity your village shares?

2- What are the changes in your village that took
place lately?
3- How would you describe these changes?
 The learner sees continuous relationship between concepts and
areas.

 The learner understands the relation between topics dealt in the

classroom and those one experiences outside.

 Thematic activities make the learner engage into authentic

communication.

 Interaction within and without the group makes the learner

inculcate values of respect and cooperation, thus building peer
learning groups.
 The learner shares one's ideas with others in the
group.

 A learner takes responsibility for one's learning.

 The teacher becomes the facilitator, reduces the role

of dispenser of learning.

 Community for learning develops in the group.

 The assessment on the part of the facilitator and the

learner oneself, becomes continuous.
 There is a distinction between vocabulary,
traditionally thought to be constituted of
single items, and lexis, which includes not
only the single words but also the word
combinations that we store in our mental
lexicons.
The Lexical Approach was put forward by Michael Lewis in 1993. It
focuses on the learning and teaching of vocabulary items, which
are described as word chunks or word combinations.

The Lexical Approach, which was reacted debatably in the

following years of its arrival to the field, has its own principles that
are in the center of the viewpoint and that are kept in mind in the
whole stages of its theory and application. These principles center
on that ‘’it (Lewis, 1997:15) places the communication of meaning
at the heart of language and language learning’’.
According to Lewis (1993: vii) these principles are:

• ‘’Language consists of grammaticalised lexis, not lexicalized grammar.

• The grammar/vocabulary dichotomy is invalid; much language consists of
multi-word chunks.
• Collocation is integrated as an organizing principle within syllabuses.
• Evidence from computational linguistics and discourse analysis influence
syllabus content and sequence.
• Grammar as structure is subordinate to lexis.
• Task and process … are emphasized.
• The Present-Practice-Produce paradigm is rejected in favor of a paradigm
on the Observe - Hypothesis - Experiment cycle’’.
• Emphasis is on successful communication not grammatical mastery.
• Noticing and recording language patterns and collocations.
• Grammar is acquired by a process of observation.
• Grammar exploration instead of grammar explanation.
• Repetition and recycling of activities.
• Guessing the meaning of vocabulary items from context.
• The language activities consistent with a lexical approach must be
directed toward naturally occurring language and toward raising
learners’ awareness of the lexical nature of language.
• Working with dictionaries and other reference tools.
 Teacher talk is a major source of learner input in
demonstrating how lexical phrases are used for different
functional purposes.

 Teacher needs to understand and manage a clasroom

methodology based on stages composed of task.
 Teacher creates the environment in which learners can
operate effectively and then helping learner manage their
own learning.
 Students distinguish lexical phrases as
specific social interaction.

 They produce dialogues.

 They have to memorize (especialy young

learners).
 Typically involve the use of activities that
draw students´ attention to lexical
collocations and seek to enhance their
retention and use of collocations.

 Activities that enhable learners to discover

collocations themselves, both in classroom
and outside classroom.
 Project-based learning is an approach
built upon learning activities and real
life tasks.

 It is generally done by groups of

students working together towards
common goals.
1. Learning by doing.
2. Real-world problems.
3. Role of the tutor: ‘a guide-on-the-
side’.
4. Collaboration and group work.
5. An end product.(it s not over till it s
over)
 Communication and presentation skills
 Organization and time management
skills
 Research and inquiry skills.
 Self-assessment and reflection skills.
 Group participation and leadership
skills.
 Critical thinking ( thinking to make
meaning)
1. Begin with a driving question.

2. the inquiry process.

3. find solutions to the driving question

4. allow students to make their projects

available to the public
 The ability to act using a range of skills and
knowledge in various situations that may
differ from those in which they were learned.

 An individual’s competency develops over

time.

 A competency is firmly linked to a context-of

use.
 COMPETENCY-BASED LANGUAGE
TEACHING
(CBLT) is an application of the principle of
Competency-Based Education (CBE) to
language teaching.
 COMPETENCY-BASED EDUCATION (CBE)
 emerged in the United States in the 1970s.
 focuses on the outcomes or outputs of
learning in the development of language
programs.
 Competency Based Education is defined as
an “approach that allows students to advance
based on their ability to master a skill
or competency at their own pace regardless
of environment.”

 To put it simply: In competency-based

education, it’s not about time—it’s about
what you know and are able to do.
focuses on what “learners are expected to do
with the language” (Richards & Rodgers,
2001, p.141)
 Can be described as "defining educational
goals in terms of precise measurable
descriptions of the knowledge, skills, and
behaviors students should possess at the end
of a course of study”
(Richards & Rodgers, 2001, p.141).
 CBLT most often been used as a framework for language
learning in situations where learners have specific goal and
are in particularly roles and where the language skills they
can be fairly accurately predicted or determined.

 It shares the behaviorist views of learning the notion that

language from can be inferred from language function; that
is, certain life encounters call for certain kinds of language

 CBLT is also built around the notion of communicative

competence and seeks to develop functional communication
skills in learners.
 The focus of CBLT syllabus is on how the students can
use the language instead of their knowledge about
the language.

 The teacher provides a list of competencies which the

course is going to deal with, and these are “typically
required of students in life role situations”

 The competencies tested “consist of a description

of the essential skills, knowledge, attitudes, and
behaviors required for effective performance of a
real-world task or activity”
 To provide positive and constructive feedback
 To be aware of the learners’ needs
 To make everybody feels welcome in class
 To give clear orders and explanations
 To make sure that every student understands the
task
 Not to push the students because the instructions
are not time-based; instead the students progress is
most important.
 To select learning activities
 To design a syllabus according to the competency
the students are going to acquire
 Learner has to decide whether the competencies are useful and
relevant for him/her.
 To know the use of the competencies Appropriately &Purposely.

 Students are expected to perform the skills learned.

 For every learner, it is vital that every competency is mastered
one at a time because this makes sure that the learners know what
they have already learned and what the next steps will look like.
 The students have to stay in the actual program until they
improve.
 After they mastered their skills, they move into a more proficient
group of students.
 To be able to adapt and transfer knowledge from one setting to
another.
Auerbach (1986) Eight Essential Features for
Competency- Based Language Teaching (CBLT)
 1. Focus on successful functioning in society.
 2. Focus on life skills.
 3. Task or performance-centered orientation.
 4. Modularized instruction.
 5. Outcomes that are made explicit a priori.
 6. Continuous and ongoing assessment.
 7. Demonstrated mastery or performance
objectives.
 8. Individualized, student-centered instruction.