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The document discusses choosing an appropriate teaching method for one-on-one English classes focused on business and exam preparation. The teacher finds Communicative Language Teaching (CLT) to be the best fit due to its focus on developing all aspects of communicative competence through authentic tasks and meaningful practice. CLT equips students with skills for real-world communication outside the classroom and allows teachers to act as facilitators in student-centered learning.

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Mikeyarnold
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24 views

Forum 3

The document discusses choosing an appropriate teaching method for one-on-one English classes focused on business and exam preparation. The teacher finds Communicative Language Teaching (CLT) to be the best fit due to its focus on developing all aspects of communicative competence through authentic tasks and meaningful practice. CLT equips students with skills for real-world communication outside the classroom and allows teachers to act as facilitators in student-centered learning.

Uploaded by

Mikeyarnold
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Foro 3 Based on the different theories provided in the course, choose the one that you consider is the

best for teaching your students. MY SITUATION. I provide mainly one-to-one classes for people wanting to either a) improve their knowledge of English for business reasons and, b) improve their conversational abilities to take the various English proficiency exams. MY APPROACH Influenced by Krashen, approaches emerged during the 1980s and 1990s which concentrated on the communicative functions of language. Classrooms were characterized by attempts to ensure authenticity of materials and meaningful tasks. Communicative Language Teaching (CLT) emerged as the norm in second language and immersion teaching. Personally, I find this to be the best method to use in my teaching situation(s). THE METHOD - COMMUNICATIVE LANGUAGE TEACHING (CLT) The following characteristics offered by Brown (2001: 43) provide a useful overview and the reasoning behind my choice: 1. Classroom goals are focused on all of the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence. (Business language needs fluency in all of these components. MPY) 2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. (Real-life situations are of the upmost importance. MPY) 3. Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use. (In bisiness fluency in a language is extremely important to avoid misunderstandings. MPY) 4. Students in a communicative class ultimately have to use the language, productively and receptively, in unrehearsed contexts outside the classroom. Classroom tasks must therefore equip students with the skills necessary for communication in those contexts. (Absolutely important. MPY) 5. Students are given opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning. (Each student has their own approach and I, as facilitator and guide, have to adapt the method to accomodate this. MPY) 6. The role of the teacher is that of facilitator and guide. Students are encouraged to construct meaning through genuine linguistic interaction with others.(My students bring their work to class so that we can act out situations together. They ask questions and I provide answers/example situational use of English.) All of the above characteristics reflect to a high degree the type of training given in my workplace. References: Brown, H.D. (2001), Teaching by Principles, An Interactive Approach to Languge Pedagogy, New York: Addison Wesley Longman

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