NTOT SESSION GUIDE IN GRADE 6 ENGLISH

SESSION TITLE: Communicative Language Teaching

No. of Participants: __________ Male: __________ Female: __________
PARTICIPANTS’ PROFILE: supervisors, school heads, master teachers, teachers
DURATION: 4 hours

I. OBJECTIVES: The four-hour session should enable the participants to develop a lesson showing the Communicative Language
Teaching approach. More specifically, the participants should be able to:
A. Define Communicative Language Teaching (CLT);
B. Identify the different components of CLT;
C. Differentiate the features and principles of CLT from other approaches used in the English classrooms; and
D. Demonstrate how CLT methodologies can be used for language learning in the classroom.

II. KEY UNDERSTANDING/CONTENT:

A. Meaning and Aims of Communicative Language Teaching
B. Four Components of CLT
1. Linguistic/ Grammatical Competence
2. Discourse Competence
3. Sociolinguistic Competence
4. Strategic Competence
C. Classroom Activities in CLT
D. CLT Approaches
1. Process-Based CLT Approaches
a. Content-Based Instruction
b. Task-Based Instruction
2. Product-Based CLT Approaches
a. Text-Based Instruction
b. Competency-Based Instruction
E. Sample Lesson showing CLT methodologies
III. REFERENCES:
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 Richards, Jack C. (2006). Communicative Language Teaching Today. Cambridge University Press
32 Avenue of the Americas, New York, ny 10013-2473, USA

Brumfit, Christopher (1984). Communicative Methodology in Language Teaching. Cambridge: Cambridge University Press.

Beglar, David, and Alan Hunt (2002). Implementing task-based language teaching. In Jack Richards and Willy Renandya (eds).
Methodology in Language Teaching: An Anthology of Current Practice. New York:
Cambridge University Press.

Feez, S., and H. Joyce (1998). Text-Based Syllabus Design. Australia:Macquarie University

Krahnke, K. (1987). Approaches to Syllabus design for Foreign LanguageTeaching. Washington, DC: Center for Applied Linguistics.

Littlejohn, A., and D. Hicks (1996). Cambridge English for Schools. Cambridge: Cambridge University Press.

Littlewood, W. (1981). Communicative Language Teaching. New York: Cambridge University Press.

IV. SESSION GUIDE:

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 OBJECTIVE: The KEY LEARNING POINTS METHODOLOGY/ ACTIVITY MATERIALS/ TIME/
participants should SLIDE NO. DURATION
be able to:
Get an overview of Utilizing varied language activities will Introduction: Ensure that everything Manila Paper/ 10 mins.
the session. help carry out the lessons in English. needed for the session is ready (conducive Metacards
hall, sound system, presentation materials,
etc.) Slides 1 - 7

DO: Greet the participants and make them

comfortable. Show the title slide. Say a
brief introduction on the topic.

Preliminary Activity
Divide the class into 5 groups. Facilitate the
Active Minds Tour/Trip activity.
Give the following instructions, one at a
time:
1.Individually, make a list of top 5
classroom activities that have worked
well in your English class. (2 mins)
2.In your group, share your answers and
collaboratively come up with a
consensus of the top five activities done
in the English classroom. (2 mins)
3.Write your output on a manila paper
and present it to the class.
(5 mins)

Present the session objectives to the group.

Listen actively for In case of information gap, both the DO: Encourage the participants to get 2 sets of 30 mins.

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information. source of information and the receiver involved in two Information Gap Activities. pictures for
Ask and answer of information have important roles to Have two groups for these activities. the Spot the
questions. play for effective interaction to take Difference
place. Activity 1 (Spot the Difference) activity,
SAY: Let us do Spot the Difference Game. 1 picture for
The information gap refers to the fact You will be divided into A-B groups. (Assign Draw Me
that in real communication, people who will compose Group A and Group B.) I Right
normally communicate in order to get have here two sets of pictures. Group A will
information they do not possess. receive one set; Group B will have another
set. The set of pictures that I am giving to
Group A contains a picture of a group of
people. The other set (for Group B)
contains a similar picture but it contains a
number of slight differences from the Group
A picture.
Volunteers from each group will take turns
asking questions to try to find out how
many differences there are between the
two pictures.
Activity 2 (Draw Me Right)
SAY: Get a partner. Stand back to back with
your partner – with Partner A facing the
screen and Partner B, against it. For Round
1, Partner A describes the picture which will
be projected on the screen while Partner B
draws it as described by Partner A. For
Round 2, Partner B will ask questions to
check if he/she was able to draw the picture
right.

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Reflect on their Language use is the key to effective ASK: Slide 13 25 mins.
experiences in communication. 1.Describe the tasks assigned to you in
doing the activities the two activities.
and relate such 2.Were you able to accomplish your
experiences in real tasks?
life situations. 3.What helped you do your tasks well?
What made you fail to do your tasks?
4.What skills were developed in the
activities?
5. Can activities similar to these be done
in the classroom?

Define CLT Is an approach which focuses on the SAY: The Information Gap activity is just Slide 15 - 17 15 mins.
Communicative functional and communicative potential one of the many classroom activities in
Language Teaching of language and communicative Communicative Language Teaching (CLT).
(CLT). proficiency rather than on the mere
mastery of structures. It integrates form ASK: What is CLT?
and function in its instruction Show slides 15 – 17.
Explain the meaning and aims of CLT.

Identify the CLT has four components, namely: Show slides 22 – 26. Slides 22 - 26 30 mins.
different 1.Linguistic / Grammatical Enumerate and explain the four
components of CLT. Competence components of CLT
2.Discourse Competence
3.Sociolinguistic Competence
4.Strategic Competence
Differentiate the Principles that need to be present in a Show and discuss slides 35 – 46 Slide 35-46 50 mins.
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features and CLT Class according to Nunan (1993)
principles of CLT  Interaction
from other  Authentic Language and Materials SAY: Given all this essential information
approaches used in  Active Learning and Metacognition about CLT, share your thoughts about some
the English  Relevant and meaningful learning possible strategies and activities that can be
classrooms.  Link to real-life situations done via this approach.
Main Distinctions:
 Fluency vs Accuracy
 Mechanical, meaningful and
communicative practice
 Functional communicative activities
and social interaction activities

There are varied activities in

Communicative Language Teaching
(CLT) like:
 Information Gap
 Jigsaw
 Task-Completion
 Information-Gathering
 Opinion-Sharing
 Information-Transfer
 Reasoning Gap
 Role Plays
Demonstrate how An example of a Process-Based CLT Present and explain a part of a lesson Slide 47-49 30 mins.
CLT methodologies approach is the Task-Based Instruction. showing CLT, particularly Task-Based
can be used for Instruction method.
language learning in Task-based instruction, or TBI (also
the classroom. known as task-based teaching), is The lesson extract follows the Presentation-

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another Practice-Production (PPP) format.
methodology that can be regarded as
developing from a focus on classroom
processes. In the case of TBI, the claim is
that language learning will result from
creating the right kinds of interactional
processes in the classroom, and the best
way to create these is to use specially
designed instructional tasks.

Presentation: The new grammar

structure is presented, often by means
of a conversation or short text. The
teacher explains the new structure and
checks
students’ comprehension of it.
Practice: Students practice using the
new structure in a controlled context,
through drills or substitution exercises.
Production: Students practice using the
new structure in different contexts
often using their own content or
information, in order to develop fluency
with the new pattern.

Process-Based and Product-Based CLT SAY: Choose one (1) competency from the Updated CG 30 mins.
approaches may be used to develop the Grade 6 English K to 12 Curriculum Guide. for English
competencies in the curriculum guide. Prepare at least two (2) classroom Grade 6
A wide array of specific activities may be activities that will show CLT methodologies Manila Paper
aptly chosen to teach the lesson. in the development of the lesson. Slide 50

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Gallery Walk 20 mins.
Each group goes around to see the other
groups’ outputs.
One member of each group must stay to
explain to the guests how the lesson will be
carried out through CLT approach.
Close the session with this adage: “The
limits of my language mean the limits of my
world.”

Prepared by:

Lilibeth A. Magtang
Education Program Supervisor
SDO-San Carlos City, Pangasinan
Region I

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