Implementing the Communicative Language Teaching Approach for Reading Comprehension Strategy Instruction
Overview
This paper presents a mini-lesson design implementing the Communicative Language Teaching (CLT) approach to teach reading comprehension strategies, specifically prediction skills. The lesson emphasizes student-centered learning through discussion, collaboration, and active engagement with text, demonstrating how CLT principles can develop both language proficiency and critical thinking skills.
What this coursework covers
- Introduction to CLT approach and its emphasis on student-centered collaborative learning
- Mini-lesson design with prediction strategy including pre-reading, during-reading, and post-reading activities
- Discussion-based collaborative activities and comprehension assessment integrated throughout the lesson
Preview
The Communicative Language Teaching (CLT) Approach
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The Communicative Language Teaching (CLT) Approach
The Communicative Language Teaching (CLT) approach described in Chapter 6 of Richards and Rodgers' "Approaches and Methods in Language Teaching" emphasizes student-centered learning through discussion and collaboration (Richards & Rodgers, 2001). For this task, I have designed a mini-lesson to teach a reading comprehension strategy using the CLT approach. The reading strategy I will focus on is predicting, an essential skill that helps students engage with the text meaningfully.
The mini-lesson will start with a brief discussion about making predictions when reading a text. Students will be asked to think about what they already know about the topic of the text and make predictions about what they think they will learn from it. This will help activate their prior knowledge and engage them in learning.
Next, students will be given a short text to read. Before reading, they will be asked to look at the title and any pictures or headings to predict what they think the text will be about. After making their predictions, they will read the text and check their predictions. This step encourages them to interact with the text actively and critically.
After reading the text, students will be asked to discuss their predictions with a partner and compare them with what they learned from the text. This discussion allows them to collaborate and share their thoughts, a vital component of the CLT approach (Richards & Rodgers, 2001).