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Communicative Language Teaching

(CLT)-Lesson Plan
Communicative Language Teaching (CLT) is an approach to the teaching
of second and foreign languages, emphasizes interaction as both the
means and the ultimate goal of learning a language. It is also referred to as
“Communicative Approach”. Historically, CLT has been seen as a response
to the Audio-Lingual Method (ALM), and as an extension or development of
the Notional-Functional Syllabus. Task-based language learning, a more
recent refinement of CLT, has gained considerably in popularity.

For Chomsky the focus of linguistics was to describe the linguistic

competence that enables speakers to produce grammatically correct
sentences. Dell Hymes held, however, that such a view of linguistic theory
was sterile and that it failed to picture all the aspects of language. He
advocated the need of a theory that incorporates communication
competence. It must be a definition of what a speaker needs to know in
order to be communicatively competent in a speech community. Later
Canale and Swaine (1980) described four dimensions of communicative
competence.

Grammatical competence: refers to what Chomsky calls linguistic

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 competence.
Sociolinguistic competence: refers to an understanding of the social
context in which communication takes place (role relationships, shared
beliefs and information between participants …)
Discourse competence: refers to the interpretation of individual
message elements in terms of their interconnectedness and how
meaning is represented in relationship to the entire discourse or text.
Strategic competence: refers to the coping strategies that
participants use to initiate terminate, maintain, repair and redirect
communication

Learning theory

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 involve real communication promote

learning.
Tasks: An activity in which language is used to carry out meaningful
tasks supports the learning process.
Meaning: language that is meaningful and authentic to the learner
boosts learning.

Acquiring or learning?

Stephen Krashen later advocated in his language learning theory that there
should be a distinction between learning and acquiring. He sees acquisition
as the basic process involved in developing language proficiency and
distinguishes this process from learning. Acquisition is an unconscious
process that involves the naturalistic development of language proficiency
while learning is the conscious internalization of the rules of language. It
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 results in explicit knowledge about the forms of language and the ability to
verbalize this knowledge. Learning according to Krashen cannot lead to
acquisition.

Syllabus

Communicative language teaching syllabus organizes the teaching

according to the notional and functional categories of language rather than
according to its structures. It concentrates on the following:

Interactions: using language to communicate,

Tasks: using language to perform meaningful tasks
Learner: putting the learner’s interests needs in the forefront.

Characteristics of the teaching/learning process

The most obvious characteristic of CLT is that almost everything

that is done is done with communicative intent.
Another characteristic of CLT is the use of authentic materials.
Whenever possible, ‘authentic language’-- language as it is used in a
real context -- should be introduced.
Activities in CLT are often carried out by students in small groups.

Merits of CLT

There are many advantages in teaching according to the communicative

approach:

CLT is a holistic approach. It doesn’t focus only on the traditional

structural syllabus. It takes into consideration communicative
dimension of language.
CLT provides vitality and motivation within the classroom.
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 CLT is a learner centered approach. It capitalizes on the interests and
needs of the learner.
In a world where communication of information and information
technology has broken new considerable ground, CLT can play an
important role in education.

Criticism

Notional syllabus was criticized as merely replacing one kind of list,

namely a list of grammatical structures, with another list of notions and
functions.
The various categories of language functions are overlapping and not
systematically graded like the structures of the language.
The communicative approach focuses on the use of language in
everyday situations, or the functional aspects of language, and less on
the formal structures. There must be a certain balance between the
two. It gives priority to meanings and rules of use rather than to
grammar and rules of structure. Such concentration on language
behavior may result in negative consequences in the sense that
important structures and rules would be left out.
The approach relies extensively on the functional-notational syllabus
which places heavy demands on the learners.
A major principle underlying this approach is its emphasis on learners’
needs and interests. This implies that every teacher should modify the
syllabus to fit the needs of the learners.
The requirements are difficult. Not all classrooms can allow for group
work activities and for teaching aids and materials.

In spite of its critics, CLT has gained widespread acceptance in the world of
language study. CLT can succeed, as long as teachers don’t completely
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 reject the need for the structure provided by grammar. Teachers must strive
for moderation and shouldn’t neglect the merits of other methods. CLT, in
the hands of a balanced teacher, can bring new life and joy to the
classroom. Its vitality makes it an important contributor to language
learning approaches.

Teaching
Authentic materials
Material

Objectives Speaking

No. of
Class 8 30/40
Students

Communicate
Goal in the Target Time 45 minutes
Language

Handout

Communicative Worksheets
Teaching Teaching
Language
Methods Aids Picture
Teaching (CLT)

Visual aids

1. Students are in the 8th

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 Analysis of 2. Ss are able to listen to and speak
classroom English and conversation in
Students’
daily life.
Background
3. Ss are willing to answer
questions.

Lesson Objectives

Aim: To foster students’ speaking skills in the classroom by creating a ‘real-life’

communicative setting.

Specific Objectives

· Develop student’s speaking · Raise students

skills communicative skills

· Encourage asking and giving · Achieve skills integration

directions in English
· Enhance students
· Develop student’s speaking collaboration
micro skills

Teacher’s Role Student’s Role

Ø Facilitator Ø Ss are communicators.

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 Ø Advisor Ø Engaged in negotiating meaning

Ø Less dominant than teacher- Ø Try to make themselves

centered understood and in understanding
others.

Language and Culture View Language Skills

Ø Language is for communication. Ø Language functions might be

emphasized over forms.
Ø Culture is the everyday lifestyle
of people who use the language. Ø Ss work with language at the
suprasentential or discourse level.

Ø Ss work on all four skills from the

beginning.

Students’ Native Language Student’s Feeling

Ø Whenever possible, the TL should Ø Ss will be more motivated to study

be used. FL.

Ø T will give opportunity to express

Ss individuality.

Ø T will give Ss opportunity for

cooperative interaction.
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 Techniques Interactions

Ø Authentic materials Ø T-Ss

Ø Scrambled sentences Ø Ss-Ss

Ø Language game

Ø Picture strip story

Ø Role play

Evaluation Respond to Errors

Ø Accuracy and fluency Ø Tolerated

Ø S who has the most control of the

structures and vocabulary is not
always the best communicator.

N.B. TL (Target Language), FL (Foreign Language)

Lesson Plan

Time
Stage Aim Procedure
45m
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 3m Warm-up ü To make Ss - Greeting &
more introduction.
comfortable.
- Telling a
story related
with the
topic/
summarizes
the previous
class.

-
Declaration
of the
lesson.

12m Activity 1 ü To promote - T will ask

communication. Ss to divide
Picture
into small
strip story ü To work on
groups.
negotiating
meaning. - One
member of
the group
will be given
a picture
strip story.

- The S with
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 the strip
story will
show the
first picture
to other
members of
his group,
while
covering the
remaining
five
pictures.

- The other
Ss will try to
predict what
they think
will happen
in the
second
picture.

- The first S
will tell them
whether
they are
correct or
not and
continues.
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 12m Activity 2 ü To figure out - T will
the speaker’s or distribute a
Authentic
writer’s handout
text
intentions is part written on
Scrambled of being both sides.
sentences communicatively
- One side
competent.
is a copy of
ü To create a sports
variety of column from
linguistic forms. a recent
newspaper.
ü To make TL as
a vehicle for - T will tell
classroom Ss to read it
communication. and
underline
reporter’s
prediction.

- When Ss
have
finished,
they will
read what
they have
underlined.
And T will
write the
prediction
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 on the
board.

- Then T
and Ss
discuss and
say which
predictions
they think
the reporter
feels more
certain of
and least
certain of.

- T will give
directions
for the
activity in
the TL.

- Ss will try
to state the
reporter’s
predictions
in different
words.
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 - T will tell
Ss to
unscramble
the
sentences
of the
newspaper
article.

ü To teach - Next T will

cohesion and ask Ss to
coherence turn the
properties. other side
of the
handout
where the
sentences
of the article
are out of
order.

15m Activity 3 ü To learn real - T will

communicative announce to
Language
events-purpose play a game
games
to the exchange. and divide
the class
ü To aware
into small
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 them by giving groups.
immediate
- T will give
feedback.
each group
ü To work on a deck of 12
negotiating cards and
meaning. each card
has a
picture.

- Ss will
identify the
items and T
will write
each name
on the
board.

- The cards
are shuffled
and four Ss
in a group
are dealt 3
cards each
without
showing to
anyone else.

- The extra
card is
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 placed face
down in the
middle of
the group.

- 5th person
in each
group
receives no
card and
s/he has a
choice as to
what she
would
predict and
how s/he
would
predict it.

- S/he will
receive
feedback
from the
group
members
and
continues.

3m Warp-up ü To engage Ss - T will

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 Writing at home. instruct Ss
to listen to a
debate on
the radio or
watch it on
television as
home work.

Assessment

Scoring criteria

No. Name of the Ss Fluency Accuracy

Descriptor

Fluency:

4: speak fluently with no hesitation and correct intonation. (Know when to

pause and to stop)

3: speak fluently enough with little hesitation, there but the intonation still
correct

2: not speak fluently enough (too much hesitation) and the intonation is not
really correct.
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 1: not speak fluently and lack of intonation appropriateness.

Accuracy:

4: no grammar error and use appropriate vocabulary

3: some grammar error and use appropriate vocabulary

2: some grammar error and the use of vocabulary is not really appropriate

1: many grammar error and inappropriate vocabulary

References

H. Douglas Brown (1987).Principles of language learning and teaching.

Englewood Cliffs, New Jersey, Prentice Hall

Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and

methods in language teaching: A description and analysis. Cambridge:
Cambridge University Press

Hughes, Arthur. (1983). Testing for Language Teachers. UK: Cambridge

University Press.

Madsen, H. S. (1983). Techniques in testing. Oxford University Press.

Picture Strip Story

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 Language Game

Scramble Sentences

1. They were the most perhaps batsmen experienced.

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 2. The painful tigers defeat suffered their most.

3. Mushfiqur of those the need was for never wracking moments.

4. A short ball he hit at mid-wicket straight to the fielder.

5. A small piece to create of history the last three balls.

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