CONTENTS
INTRODUCTION................................................................................................................................1
1.
COMMUNICATIVE LANGUAGE TEACHING...........................................................1
1.1
LINGUISTIC COMPETENCE……………………………………………….……....2
1.2 PRAGMATIC COMPETENCE…………………………………………...................3
1.3 DISCOURSE
COMPETENCE………………………………………….....................5
1.4
STRATEGIC COMPETENCE…………………………………………………...............7
1.5 FLUENCY………………………………………………………………………………..11
2. A COURSE WITH CLT………………………………………………………………………..12
Activity One: Listen And Fill………………………………………………………...12
Activity Two: What Happened In The Class?..................................................13
Activity three:
Write And Fold…………………………………………………........14
Activity Four:
Jigsaw Dialogue & Role Play.......................................................15
Activity Five:
Board Game............................................................................................15
3.
EVALUATION OF THE ACTIVITIES…………………………………………….…….16
Activity One: Listen And Fill………………………………………………………….16
Activity Two: What Happened In The
Class?....................................................17
Activity
three: Write And Fold….……………………………………………….......19
Activity Four:
Jigsaw Dialogue & Role Play.......................................................19
Activity
Five: Board Game............................................................................................21
CONCLUSION….……………………………………………………………………………..……...22
REFERENCE……….…………………………………………………………………………………….24
WORKSHEED………………………………………………………………………………….………..26
INTRODUCTION
Language is the
basic means of communication. Thus, one of the initial aims of language
teaching is to enable communication in the target language. Communicative
language teaching whose main aim is also to develop communication is one of the
most widely used approaches in the world of language teaching today. In that
project-work we intended to both inform the reader about communicative language
teaching and show how to apply this approach to a real Turkish class in terms
of a specific grammar subject taken from national curriculum. In that sense,
first we have given the theory of the approach, and then we have shown
adaptibility of it by preparing a worksheet to teach the subject we have
chosen.
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