Communicative Language Teaching
& Successful Teaching Methodology
2017 Fulbright Foreign Language Teaching Assistantship Orientation
Lisa J. Oglesbee, M.A.
English for Academic Purposes
Center for the Study of Languages & Cultures
The Lesson
A Teacher’s Roles
Manager Instructor
With a partner,
Assessor Activator share how a
teacher might
exhibit one of
Supporter Model these roles
effectively.
Feedback
Giver
(timer)
Ur (2012) , A Course in English Language Teaching, pg. 17
The Lesson Grammar
Lesson Planning Writing Vocabulary
o Opening
o Body Teaching
o Closing
Reading Listening
Speaking
The Lesson
Pacing
Some Tips:
o Avoid long explanations
o Use a variety of activities, avoid repetition
o Select activities of appropriate levels
o Set goals and time limits
o Use a timer/have a clock visible
Jane Hardy, class notes on 11/23/2004
The Lesson
Openings
Purposes:
o to engage students in the lesson
o to get a feel for their knowledge of a topic
o to let students know what the topic will be
Examples:
o activities (warm-up)
o games
o good questions/discussions
o ice breakers
o use props to introduce topic (pictures, realia, music, etc.)
Jane Hardy, class notes on 11/23/2004
Teaching Grammar
Form
Meaning
+ Use
Grammar
Give your students
grammar tools, not
just grammar rules.
Diane Larsen-Freeman, 5/7/2008, TESOL Live Event
Teaching Vocabulary
context; formal vs. informal, pronunciation and spelling
common vs. rare, etc. Appropriate
Form
Use
positive/negative definitions; synonyms,
associations linked to Connotation Meaning antonyms & homonyms
the item
Collocation Grammar
words or phrases that go what type of item it is (noun,
with the item (e.g., do verb, etc.), irregular forms,
homework, not make homework) morphemes
Ur, A Course in ELT (2012), pg. 61-62
Teaching Vocabulary
Vocabulary-building Ideas:
• Role-Playing Dramas
• Picture/word matching
• Synonym/antonym exercises
• Flash cards/vocabulary lists in context
– hard copies or on mobile devices
• Review in class
• Read, read, read!
Teaching Listening Skills
Reasons/Strategies for Listening:
Nunan (1999), Second Language Teaching & Learning
Getting Hearing
Following Phonemic
the gist/ the instructions distinctions
main idea purpose
Gauging
Getting
Inferring attitude Stress/
specific
meaning via tone/ importance
info
pitch
Teaching Speaking Skills
There are several factors that go into speaking well:
Pronunciation Grammar
• Segmentals (sounds) • Form + Meaning + Use
• Suprasegmentals
(rhythm, stress,
intonation)
Discourse Extras
• Following the rules of • Idioms, Colloquialisms,
conversation and Metaphors
Teaching Speaking Skills
Types of Speaking
• planned (media, broadcasts,
Monologues speeches)
• unplanned (anecdotes, narratives)
• social/interpersonal (conversations)
Dialogues • transactional (exchange of goods/
services)
Teaching Reading
What IS Reading, Really?
• Translating written
symbols into their
Decoding corresponding
sounds
• To take in the
content of a text
Reading for the purpose of
comprehension
Ur, pg. 133
Teaching Reading
Types of Texts Examples
Literary texts novels, short stories, poems, essays
Specialized/technical texts reports, reviews, textbooks, diagrams
Correspondence letters, emails, text messages
Journalistic texts articles, editorials, blogs
Informational texts dictionaries, guidebooks, phone books, maps
Miscellaneous ads, menus, recipes, tickets, clothing
Hadley, pg. 181
Teaching Writing
Common Writing Approaches
Controlled Traditional Process
• accuracy is more • focused on the end • use of prewriting,
important than fluency product drafting, and revising
• gradual move towards • paragraph construction activities
free composition (topic sentences, • “discovery,” not
supporting details, translation
cause-effect, etc.)
Hadley, pg. 324-5
Lesson Planning
Closings
Ideas:
– Assign written or homework activities
– Provide a review/summary of the class
– Set up discussion questions
– Ask for questions
– Have students write down 3 things they learned during that class
– Have students write 2 questions to be answered during the next
class
– Preview for the next class
– Leave with an inspiring thought
Dr. Jane Hardy, Indiana University, class notes on 11/23/2004
