To enable student to communicate in the target language
Linguistic forms
Meanings
Functions
+
Choose appropriate form, given the social context.
Manage the process of negotiating meaning with their interlocutors
Q2. What is the role of the teacher? And students?
Facilitator
Adviser
Co-communicator
Communicator
Responsible manager of their own learning
Communicator
Re
learn’ – learn to respond automatically without too much hesitation and thinking
8. Drills
1. Backward-up drill
- Used when a long line of a dialog is giving students trouble. Teacher breaks down the line into several parts. Students repeat a part of the sentence. Following teacher’s cue, students expand what they are repeating part by part until the entire line.
2. Chain drill
-
learners find it harder to understand, process, and remember information.
TPR helps reduce the affective filter because it is less threatening than traditional language activities. Students do not have to produce language. Mistakes are unimportant and easily (and painlessly) corrected by the teacher. Language is remembered easily and long-term.
3. DESIGN
1) Objectives
The
process in which language is viewed as an authentic, natural, real-world experience, and language learning is perceived as taking place through functional reading and writing situations." (p. 458) (Lapp, D. & Flood, J. (1992). Teaching reading to every child. (3rd ed.). New York: Macmilliam Publishing Company.)
Whole language is a currently controversial approach to teaching reading that is
teaching. CLT which is to communicate as a goal language lays weight on helping use goal language properly in actual state. Therefore speaking fluently and accuracy are mutual relation principle based on communication skill. but sometimes accuracy is more important than speaking fluently. Also all activities of process of teaching-learning like game, roll-playing, problem solution task are advanc