All at the same time

Whole class: Harmer Lockstep

Imitation stage, repetition drills
b) Students groupings New language introduced Type of functions
-Language pupil exposed
Degree control Falicilitator
- Beginning oral, langauge
Degree in charge of contents communicative
learnt listening Complicated beginning
a)INPUT Pair and group work Pair process
Krasehn, comprehensible input More practice
work Participant
Personal relationships Richard and

Order (Firth,
Large class
Cooperation,
p Similarity real life
Increased self-confidence
Rogers (1986)
Teachersrole NUNAN
Observer and
learner
Communicative 17/2015: aim 1984) Group
learning (1989)
Aprroach area is
autonomy, fluency work Role: part teachers
children learners expected play
communicate Whole task practice Breen and
Fluency carrying out tasks social
2.1. Communication in Motivation Candlin (1980)
C)MATERIALS Amount of student talking time international
the English classroom Allow natural processes
Use of language communicatively relationships
Context which support
Communication Self-confidence participants
learning
exchanging Promoting language use Range of scopes for discussion
2- COMMUNICATION Test based materials Communicators
-Jeremy Harmer
IN THE FOREIGN Task based materials Negociate meaning
- Desire to learn and a E) THE
LANGUAGE Realia Managers
variety of language Students
CLASSROOM LlITTLEWOOD: TEACHER AND
- D) COMMUNICATIVE LEARNER ROLE
ACTIVITIES
-Communicative purpose
- Language complex
systems. Communication speech.
- Always communicate Composed two parts
something TOPIC 2: COMMUNICATION IN THE Children not mature mind
- Communicative 3. VERBAL AND NON-VERBAL
approach 1.INTRODUCTION
FOREIGN LANGUAGE CLASSROOM: COMMUNICATION
Accompany

- Objective of area 2 VERBAL AND NON-VERBAL

Order 17/2015 Language to
COMMUNICATION. EXTRALINGUISTIC 3.1 Verbal Communication communicate
6.BIBLIOGRAPHY STRATEGIES: NON-VERBAL REACTIONS
AND WEBSITES TO MESSAGES IN DIFFERENT CONTEXTS A)Oral communication
B)Written
communication
5.CONCLUSION Speech
4-EXTRALINGUISTIC Interactive process speaker- listener
STRATEGIES: NON- 3-2. Non-verbal S L integrated meaningful c.
communication Real life, c.purpose
4.1-Non-verbal reactions VERBAL REACTIONS TO English classroom
James Humes: The art to messages in different MESSAGES IN DIFFERENT lack 1-Practice stage Controlled practice
of communication is the contexts CONTEXTS
Paralinguistic expressions Engage context, Imitating the model Correct simple
language of leadership and body language in oral addressed In pairs practise the structure language
interactions. Production WC accuracy
Extralinguistic Relevant, realistic
Pointing out and understanding
Sequencing messages not oral language Publish Guided practice
Physical respond to Some sort choice
commands: Follow the leader, limited
TPR 2- Production stage
TPR for vocabulary learning Body language Effectively,
Control minimal
Miming: Miming songs, chants Gestures understanding
Enough knowledge
and rhymes-Miming and story 4.1 Pedagogial Facial expressions Powerful clear
Understand tan Take notes
Listening and responding reasons to use Emblems Universal
speak C. Activities: purpose, interactive, appropriate
Listening and colouring extralinguistic Tactile behaviour spontaneous
Not pressure Fluency
Listening and drawing strategies Physical characteristics Express
CC not teacher Proxemics: language, Wide range activities
Listening and making understand
sociolinguistic, pragmatic