• At the end of the session, the participants

should be able to:

1. Demonstrate understanding of Communicative
Language Teaching (CLT);
2. Identify the different components of CLT;
3. Differentiate the features and principles of CLT from
other approaches used in the English classroom; and
4. Demonstrate how CLT methodologies can be used in
the language classroom.
AGREE / DISAGREE
1. People learn a language best when using it to do
things rather than through studying how
language works in practicing rules.
2. Grammar is no longer important in language
teaching.
3. People learn a language through communicating
in it.
4. Errors are not important in speaking a language.
5. CLT in only concerned with teaching speaking.
6. Classroom activities should be meaningful and
involve real communication.
7. Dialogs are not used in CLT.
8. CLT is usually described as a method of teaching.
9. CLT addresses only the development of
grammatical and linguistic competence.
LET’S PARK
IT !
•Individually, make a list of
the top 5 classroom
activities that have
worked well in your
English Grammar class.
•Task Card Activities
•Work on the given task card
for ten (10) minutes.
•Presentation of Outputs
• Answer Key:
1. Italian restaurant
2. Women’s clothes shop
3. Gift shop
4. Computer center
5. Toy store
6. Language center
7. Phone shop
•Communicative Language
Teaching
( CLT )?
•Communicative Language Teaching
CLT IS A SET OF PRINCIPLES ABOUT:
• The goals of language teaching,
• How learners learn a language,
• The kind of classroom activities that best facilitate
learning, and
• The role of teachers and learners in the classroom
•Theory of language
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.
•Prominent Contributors
FOUR COMPONENTS OF CLT

1.Linguistic / grammatical Competence

2.Discourse Competence
3.Sociolinguistic Competence
4.Strategic Competence
•Grammatical competence
Refers to sentence-level grammatical forms, the
ability to recognize the lexical, morphological,
syntactical and to make use of those features to
interpret and form words and sentences.
Mastery of the linguistic code
•Discourse competence
Discourse competence involves the ability to combine ideas
to achieve cohesion in form and coherence in thought.
Discourse competence is concerned not with isolated words
or phrases but with the interconnectedness of a series of
utterances or written words or phrases to form a text, a
meaningful whole.
•Sociolinguistic Competence
Sociolinguistic competence addresses the extent to which the second
language can be used or understood appropriately in various contexts
to convey specific communicative functions, such as describing, narrating,
persuading, eliciting information, and the like.
It requires an understanding of the social context in which language is
used: the roles of the participants, the information they share, and the
function of the interaction.
•Strategic Competence
\\
•Learner Roles
•Teacher Roles
PROCEDURES
• Principles that need to be present in a CLT class
according to Nunan (1993)
• Interaction
• Authentic Language and Materials
• Active Learning and Metacognition
• Relevant and meaningful learning
• Link to real-life situations
•The role of Instructional Materials

•Text-based,
•Task-based
•realia
•Text-based Materials
•For example practice exercise, reading and
passages, gap fills, recording, etc. can be
found in almost any course book as well as
in books containing supplementary
materials. They form an essential part of
most lessons.
•Task-based materials
•These include game boards, role play card,
materials for drilling, pair work task, etc.
•They might be used to support ‘real life’
tasks such as role playing booking into a
hotel, or a job interview.
•Realia