Influenced by the nature of language and language learning, many approaches and methods in language teaching are

constantly changing corresponding to the needs of the era.

Millions of people today want to improve their command of English or to ensure that their children achieve a good
command of English..Why is this so?
The high status of English as a global language is a biggest influencing factor.
The worldwide demand for good English speakers has created an enormous demand for quality language teaching
and language teaching materials and resources. Learners set themselves demanding goals. They want to be able to
master English to a high level of accuracy and fluency. Employers, too, insist that their employees have good English
language skills, and fluency.
Again the question is why? A good command of the English language is a prerequisite for success and advancement in
many fields of employment in todays world.
Thus, the demand for an appropriate teaching methodology that will assure quality products, in our case, graduates
who have a good mastery and command of the English language aptly suited for the 21st century, is therefore as
strong as ever.
With the general overhaul of the Curriculum in the country brought about by the introduction of the K to 12 Curriculum,
one of the MUST is for teachers should to understand, appreciate, know by heart and practice, the CLT.

Distribute manila paper and pentel pensbefore giving the directions

Distribute copies of the original letter to each group. Let them self checking.

Lead singer of River Maya a solo artist with big hits to his name
A mentor in The Voice Philippines.
Bamboo Manalac

Group 1. Postmarked Bamboo

Discuss with your group:
What is the letter about?
Why did Mr. Corpuz, the SSG President, write the letter?
If you were Mr. Corpuz, would you do the same? Support your answer.
Share what you have discussed with the big group.
Group 2. Be Bamboo
Role Play.
Pretend you are Bamboo.
Make a phone call to Mr. Corpuz accepting the invitation. Ask him about the details of the concert.
Group 3. No Bamboo
Write a letter.
Pretend you are Bamboo.
Inform the SSG that you cannot accept the invitation. Give your reasons.
Group 4. Talk to Bamboo
Bamboo did not reply. You and some members of the organization will see him personally to invite him to
the activity. Present a dialog
showing the situation.
Group 5. Hello Bamboo
Its the concert time!!! Introduce Bamboo to the audience.
Group 6. Appreciating Bamboo
Think of a creative way of saying thank you to Bamboo for the concert.

CLT emphasizes interaction as both the means and the ultimate goal of study.
There has been a change of emphasis from presenting language as a set of forms which have to be learned and
practiced, to presenting language as a functional system which is used to fulfill a range of communicative purposes
Tarone and Yule. 1989
CLT moves us away from developing learners who are structurally competent but communicatively incompetent
Johnson 1981
By encouraging oral ability as well as literacy, communicative language learning embeds the language at a deeper
level.
Paul Overland http:personal ashland.edu/poverian/holes/comm-lang-lmg-oveview.pdf
active learning is more effective than passive learning,[4] and as this idea gained traction in schools there was a
general shift towards using techniques where students were more actively involved, such as group work

It includes the following aspects of language knowledge:

Knowing how to use language for a range of different purposes and functions
Knowing how to vary our use of language according to the setting and the participants (e.g., knowing when to use
formal and informal speech or when to use language appropriately for written as opposed to spoken communication)
Knowing how to produce and understand different types of texts (e.g., narratives, reports, interviews, conversations) J
Knowing how to maintain communication despite having limitations in ones language knowledge (e.g., through using
different kinds of communication strategies)

Its origins are many, insofar as one teaching methodology tends to influence the next.
The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied
with the audiolingual and grammar-translation methods of foreign language instruction.
They felt that students were not learning enough realistic, whole language.
They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they
were at a loss to communicate in the culture of the language studied.
Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and
classroom exchanges where students engaged in real communication with one another became quite popular.

Chomsky the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them
to produce gramatically correct sentences.
Hymes Theory linguistic theory needed to be seen as part of a more general theory incorporating communication
and cultures. He coins the term communicative competence in order to contrast with chomskys views of competence.
Halliday elaborated a powerful theory of the functions of language which complements Hymes view.
Hymess communicative competence2 which they believed to be a broader and more realistic notion of competence.
Namely, Hymes (1972) defi ned communicative competence not only as an inherent grammatical competence but also
as the ability to use grammatical competence in a variety of communicative situations, thus bringing the sociolinguistic
perspective into Chomskys linguistic view of competence.

Chomsky the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them
to produce gramatically correct sentences.
Hymes Theory linguistic theory needed to be seen as part of a more general theory incorporating communication
and cultures. He coins the term communicative competence in order to contrast with chomskys views of competence.
Halliday elaborated a powerful theory of the functions of language which complements Hymes view.
In the United States, the linguist and anthropologist Dell Hymes developed the concept of communicative competence.
This was a reaction to Chomskys concept of the linguistic competence of an ideal native speaker.[1] Communicative
competence redefined what it meant to know a language; in addition to speakers having mastery over the structural
elements of language, according to communicative competence they must also be able to use those structural
elements appropriately in different social situations.[1] This is neatly summed up by Hymess statement, There are
rules of use without which the rules of grammar would be useless.[3] Hymes did not make a concrete formulation of
communicative competence, but subsequent authors have tied the concept to language teaching, notably Michael
Canale.[3]

Canale and Swain (1980)

Language is for communication, and linguistic competence and the knowledge of forms and their meanings are part of
the communicative competence.
When we talk of grammatical competence, it is concerned with mastery of the linguistic code (verbal or non-verbal)
which includes vocabulary knowledge as well as knowledge of morphological, syntactic, semantic, phonetic and
orthographic rules. This competence enables the speaker to use knowledge and skills needed for understanding and
expressing the literal meaning of utterances.
Use of the Mother Tongue
It can be used. However, whenever possible the target language should be used.

Discourse competence involves mastery of rules that determine ways in which forms and meanings are combined to
achieve a meaningful unity of spoken or written texts.
The unity of a text is enabled by cohesion in form and coherence in meaning.
Cohesion is achieved by the use of cohesion devices (e.g. pronouns, conjunctions, synonyms, parallel structures etc.)
which help to link individual sentences and utterances to a structural whole.
The means for achieving coherence, for instance repetition, progression, consistency, relevance of ideas etc., enable
the organisation of meaning, i.e. establish a logical relationship between groups of utterances.

In line with Hymess belief about the appropriateness of language use in a variety of social situations, the
sociolinguistic competence in their model includes knowledge of rules and conventions which underlie the appropriate
comprehension and language use in different sociolinguistic and sociocultural contexts.
Albert Banduras language and society social learning theory
Lev Vygotsky zone of proximal developmentthere are things that need to be taught..
In the beginning time of language teaching, it was thought that language teaching is a cognitive matter.
The idea then shifted from cognitive to socio-cognitive, which emphasizes that language can be learnt throughout the
social process.

In the model of Canale and Swain, strategic competence is composed of knowledge of verbal and non-verbal
communication strategies that are recalled to compensate for breakdowns in communication due to insufficient
competence in 98 METODIKA:Vol. 8, br. 14 (1/2007), str. 94-103 one or more components of communicative
competence.
These strategies include paraphrase, circumlocution, repetition, reluctance, avoidance of words, structures or themes,
guessing, changes of register and style, modifications of messages etc

Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets
up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching,
which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of
a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day
to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful
topics.

- Communicative language teaching can be understood as a set of principles about the goals of language teaching,
how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of
teachers and learners in the classroom. (Jack C. Richards, 2006: 2)

The range of exercises, types and activities compatible with a communicative approach is unlimited, provided that
such exercises enable learners to attain the communicative objectives of the curriculum.
- These two are the major activity types
- Communicative language teaching uses almost any activity that engages learners in authentic communication.
functional communication activities in which communication is involved
- and social interaction activities, such as conversation and discussion sessions, dialogues and role plays.

In CLT, learners are mainly seen as communicators. They should contribute as much as they gain in the interaction
with the group. What does it mean to be a communicator. Active rather than passive learners.
Students are, above all, communicators. They are actively engaged in negotiating meaning in trying to make
themselves understood and in understanding others even when their knowledge of the target language is
incomplete. Also, since the teachers role is less dominant than in a teacher-centered method, students are seen as
more responsible managers of their own learning.
Learners now had to participate in classroom activities that were based on a cooperative rather than individualistic
approach to learning. Students had to become comfortable with listening to their peers in group work or pair work
tasks, rather than relying on the teacher for a model. They were expected to take on a greater degree of responsibility
for their own learning.
The implication for the learner is that he should contribute as much as he gains, and thereby learn in an independent
way. (Breen and Candlin 1980:110)
The Role of Learner
participate in classroom activities that were based on a cooperative rather than individualistic approach to learning.
have to become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the
teacher for a model.
They are expected to take on a greater degree of responsibility for their own learning.

The teachers main role is to facilitate the communication process between all participants in the classroom.
And teachers now had to assume the role of facilitator and monitor. Rather than being a model for correct speech and
writing and one with the primary responsibility of making students produce plenty of error-free sentences, the teacher
had to develop a different view of learners errors and of her/his own role in facilitating language learning
he Role of Teacher The teacher has two main roles: the first is to facilitate the communication process between all
participants in the classroom, and between these participants and the various activities and texts. The second role is to
act as an independent participant within the learning-teaching group. The latter role is closely related to the objectives
of the first role and arises from it. These roles imply a set of secondary roles for the teacher; first, as an organizer of
resources and as a resource himself, second as a guide within the classroom procedures and activities... A third role
for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and
abilities, actual and observed experience of the nature of learning and organizational capacities. (Breen and Candlin
1980:99)
46. The Role of Teacher In other words, Teachers now have to assume the role of facilitator, need analyst,
counselor and group process manager. The teacher facilitates communication in the classroom that is to establish
situations likely to promote communication. During the activities he acts as an adviser, answering students
questions and monitoring their performance. He might make note of their errors to be worked on at a later time during
more accuracy-based activities. At other times he might be a co- communicator engaging in the communicative
activity along with students (Littlewood 1981) Rather than being a model for correct speech and writing and one with
the primary responsibility of making students produce plenty of error-free sentences, the teacher have to develop a
different view of learners error and of her/his own role in facilitating language learning.

Techniques:
CLT uses almost any activity that engages learners in authentic communication, functional communication activities in
which communication is involved and social interaction activities such as conversation and discussion sessions,
dialogues and role plays.
Make real communication the focus of language learning.
Provide opportunities for learners to experiment and try out what they know.

Errors of form are tolerated during fluency-based activities and are seen as a natural outcome of the development of
communication skills. Be tolerant of learners errors as they indicate that the learner is building up his or her
communicative competence.
The teacher may note the errors during fluency activities and return to them later with an accuracy-based activity.

Provide opportunities for learners to develop both accuracy and fluency.

Learners learn a language through using it to communicate.
Link the different skills such as speaking, reading and listening together, since they usually occur so in the real world.
Let students induce or discover grammar rules.

Interaction: an emphasis on learning to communicate through interaction in the target language; students interact with
one another (in pairs, teams, whole group) and express their individuality by sharing ideas, etc.

Fluency is natural language use occurring when a speaker engages in meaningful interaction and maintains
comprehensible and ongoing communication despite limitations in his or her communicative competence.
Fluency is developed by creating
classroom activities in which students must negotiate meaning, use communication strategies, correct
misunderstandings, and work to avoid communication breakdowns
On the other hand, accuracy focuses on creating correct examples of language use
Mechanical practice
Refers to a controlled practice activity which students can successfully carry out without necessarily understanding the
language they are using.
Examples of this kind of activity would be repetition drills and substitution drills designed to practice use of particular
grammatical or other items.
Meaningful practice
Refers to an activity where language control is still provided but where students are required to make meaningful
choices when carrying out practice.
Example: Answering questions of the location of a building Using a map and a list of prepositions.
The practice is meaningful because they have to respond according to the location of places on the map.
Communicative practice
Refers to activities where practice in using language within a real communicative context is the focus, where real
information is exchanged, and where the language used is not totally predictable.
For example, students might have to draw a map of their neighborhood and answer questions about the location of
different places.
Exercise 2.

Content-Based Instruction
CBI is a methodology that is like an extension of the CLT movement but which takes a different route to achieve
the goal of communicative language teaching to develop learners communicative competence
Why Content-Based Instruction?
Advocates of CBI believe that the best way to achieve communicative competence is by using content as the
driving force of classroom activities and to link all the different dimensions of communicative competence, including
grammatical competence, to content.
What is content?
Content refers to the information or subject matter that we learn or communicate through language rather than the
language used to convey it.
Of course, any language lesson involves content, whether it be a grammar lesson,
a reading lesson, or any other kind of lesson. Content of some sort has to be the vehicle which holds the lesson or the
exercise together, but in traditional approaches to language teaching, content is selected after other decisions have
been made.
So, how does CBI work?
In CBI, decisions about content are made first, and other kinds of decisions concerning grammar, skills, functions, etc.,
are made later.
In other words, the teacher runs a course on current affairs, or American history, or fiction writing, through which
students also learn English.

the range of exercises types and activities compatible with a communicative approach is unlimited, provided that such
exercises enable learners to attain the communicative objectives of the curriculum.

Materials primary role is promoting communicative language use.

A wide variety of materials have been used to support communicative approaches to language teaching.
CLT view materials as a way of influencing the quality of classroom interaction and language use. The primary role of
materials is to promote communicative language use.
There are three kinds of material currently used in CLT: text-based, task-based, and realia.

Materials : newspaper, radio and tv broadcast, menus, weather forecast, timetables)

Many proponents of CLThave advocated the use ofauthentic, from lifematerials in class. These
include: signs, magazines,advertisements,newspapers, pictures,symbols.

Bring out the magic in the childs world.. Go unlimited