The Background to CLT

Honelako gehiago

Describing People

Diego Rodriguez‑k egina

Focus on Grammar through Processing Instruction

Tatiana Ichina‑k egina

PRESENT PERFECT CONTINUOUS

Paula Navarrete‑k egina

Teaching listening skills

Edgar Guzmán Cornejo‑k egina

The Background to CLT

Students

Refer

Vocabulary

Reading

Subtopic

Follow up reading

Textbook

Teachers

Fluency

Intonation

Pay attention to the pronunciation

Focus of the lesson

Key structure

Hear a model dialog

CCLT 1970s-1990s

Syllabuses and teaching methods

Traditional vocabulary and grammar

Situational language teaching

Audiolingualism

Communicative competence was developed within the discipline of the linguistics

P-P-P

Production

Students practice using the new structure in different contexts

Practise

Students practise using the new structure

Presentation

The new grammar structure is presented

Techniques

Writing practise

Speaking

Substitution drills

Answer practise

Questions

Memorization of dialogs

Changes

Methodologies

Design

50 years changed

Syllabus

Language teaching

Rethinking

Traditional approaches

Students are given examples of sentences-grammar

Teaching gave priority of grammatical competence

Approaches to syllabus design and methodologies

Three phrases

3. Current communicative language teaching (late 1990s to the present)

2. Classic communicative language teaching (1970s to 1990s)

1. Traditional approaches (up to the late 1960s)

Planing Language Course

Decisions have to made about the course

The best methodology

Decisions about issues belong the field of syllabus design or course design

Advanced levels- skills- microskills

Decision about vocabulary- grammar

Specific English

Differents language

Vocabulary choice

Function

Grammar

Educational Roles

Biologist

Mechanist

Doctors

Nurses