COMMUNICATIVE LANGUAGE TEACHING

In this method, the teacher distributes a handout that has a copy of a sports column from a recent newspaper. In the class, the teacher tells the students to underline the reporter’s predictions and to say which one they think the reporter feels most certain of and which he feels least certain of, the teacher also gives the students the directions for the activity in the target language; it’s important because the target language is a vehicle for classroom communication, not just the object of study. In this method, the students try to state the reporter’s predictions in different words. The teacher use the games in this method, it’s important because they have certain features in common with real communicative events-there is a purpose to the exchange. If a student makes an error, the teacher and other students ignore it. Because, errors are tolerated and seen as a natural outcome of the development of communication skills. The teacher tells to the students to makes group, and the teacher gives each group of students a strip story and a task to perform. So, they can work with a partner to predict what the next picture in the strip story will look like. It’s important because, it gives students an opportunity to work on negotiating meaning.