methodology..Communicative Language Teaching

Techniques and Principles”

In Language Teaching

Communicative Language

Teaching

1)Explain in your own words Morrow's three features of communication: information gap, choice, and feedback. Choose one of the activities in the lesson we observed and say whether or not these three features are present.

In the teaching of Communicative Language 127 Observations the teacher gives each group a task to perform the students must make a paper, They should imagine that they are all employees of the same company. The teacher moves from the group to group offering advice and answering questions. Students suggest establishing a prediction to a colleague. Errors are tolerated and viewed as natural result of the development of communication skills. We can see reflected in this teaching the information the choice of the game but not the feedback because when the student made the mistake he did not correct it because he saw it normal and not necessary.

2)Why do we say that communication is a process? What does it mean to negotiate meaning?

Communication is a process that almost always human beings talk in a very unclear example: we say something and it depends on who receives the information the change in your mind or not. It is not because the teacher does not transmit the message well, but because someone who is entertained does not manage to capture the information. And if we ask something we get an answer as a result

3)What does it mean to say that the linguistic forms a speaker uses should be appropriate to the social context?

They must be appropriate because this is determined by their language since people will be prepared to work in a field called teaching-learning that will allow the teacher to make all the corrections necessary to perfect the path of many students who are preparing to give the best of himself in everything that is his career.

B Apply what you have understood about CLT.

This method makes students imagine that they can come after a given event, that is; if in classes they take the subject of someone who stole a bank, it is a question of whether or not they catch him, whether he is prosecuted or not, if he manages to go to jail, yes or no. And if they're going to kill him in jail or not. They are supposed suppositions that give way to a series of uncertain comments and where everyone gives their respective opinions about the experiences of other people.

1) If you wanted to introduce your friend Paula to Roger, you might say: Roger, this is (my friend) Paula.

1 would like you to meet Paula. Let me present Paula to you. Roger, meet Paula. Allow me to introduce Paula. In other words, there are a variety of forms for this one function.

Which would you teach to a beginning class, an intermediate class, an advanced class? Why? List linguistic forms you can use for the function of inviting. Which would you teach to beginners? To intermediates?  to an advanced class? 136 Communicative Language Teaching.

Beginner: verb tobe in present tense, past and present continuous. the determined and indeterminate articles. The salutations,, the colors. Basic vocabulary such as: table, desk, chair, umbrella, prepositions, countless accountants etc.

Intermediate: the continuous past, the simple future and the perfect present. The adverbs of time and place. Vocabulary such as: dramatic, lazy, solar system, climate, swamp etc. The family occupations, possessive form. The relative among others.

Advanced: present, past and future perfect continuous. The relative, the comparative and superlative, the passive voice, tag question. Among other things.

2) Imagine that you are working with your students on the function of requesting information. The authentic material you have selected is a railroad timetable. Design a communicative game or problem-solving task in which the timetable is used to give your students practice in requesting information.

A sign is placed saying only on it third, seventh and tenth hour the train will stop, take precautions so that you arrive at the place of destination before the time of detention of the same. then students every time they want to travel without stopping on the road will be forced to travel with the help of the contractor who calculates what time they should arrive at the place in any of the three options and thus not waste time.

3)Plan a role play to work on the same function as in Exercise 2.

When the teacher dictates a class where he stimulates to formalize prayers we see that there are always classmates who have questions either because they do not know or because they have some doubt about what they are going to do, it really is a good start, then when the activity is over comes the understanding of what which was done in class and finally the teacher's explanation of the dynamics of the day.