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Teacher-Student Interaction
Since communicative competence is our aim, it is essential that students be given every opportunity to practise communicating. In the communicative classroom teacher talking time (TTT) must be kept to a minimum. This is not to say that the teacher shouldnt speak at all, but TTT should be controlled and appropriate.
Communication can be divided into two categories Input Output The four communicative skills can be put into these categories
Whichever of these skills is being taught the main focus must be on the student and not on the teacher. The interaction should usually be the student to student and should include the teacher only where necessary. During most classroom activities the teacher will monitor and intervene only where necessary.
Teacher (T) gives a short presentation of a grammar or vocabulary point. T then gives students (Ss) opportunity to practise the point in a controlled exercise. (Interaction: TSs)
Stage 2
Ss carry out the controlled exercise while T monitors and intervenes where appropriate. (Interaction: SS) The Ss are asked to take part in an activity designed to get them to produce the vocabulary and grammar they have been taught. T monitors and notes errors and interesting points. T intervenes only when asked or when absolutely necessary. (Interaction: SS) Feedback session, in which T feeds back in a non-threatening way the errors s/he noted during the activity. Ss also have the opportunity to clear up puzzling points. (Interaction: TSs)
Stage 3
Stage 4
The lesson extract follows a method called Presentation-Practice-Production or PPP for short.
This was the standard method until a few years ago. Now there are a number of possibilities open to the teacher.
Activities
Classroom activities should, as far as is possible, be carried out in the target language (English). Having said this, there may sometimes be occasions where allowing the students to briefly discuss a point in their native tongue can promote greater understanding and assimilation of new information. This is controversial issue and should not usually be permitted.
There are many different types of activities. They provide speaking, listening, writing and reading practice as well as aiding production.
A few ideas for activity types
Games
Role-plays
Simulations
Information Gaps
Activities are often used to practise reallife situations involving social interaction and so a high level of social and functional language should be expected.
Materials
Materials fall into three broad categories: text-based, task-based realia. They can be used as the basis for classroom activities. Once again not only must the activity be appropriate to the level of the students but the materials used must be appropriate too.
Text-based materials
For example practice exercises, reading passages, gap fills, recordings, etc. can be found in almost any course book as well as in books containing supplementary materials. They form an essential part of most lessons.
Task-based materials
These include game boards, roleplay cards, materials for drilling, pairwork tasks, etc.
They might be used to support 'real life' tasks such as role playing booking into a hotel, or a job interview.
Realia
This includes such things as magazines, newspapers, fruit and vegetables, axes, maps - things from the real world outside the classroom. They can be used in many activities.
For example, fruit and vegetables could be used in a shopping activity, an axe could be used to show the effect of using the present perfect continuous on a short action verb.
In conclusion
CLT should be fun for both teacher and students. Enabling students to communicate successfully is also very rewarding.