It's so lame that most comments are only about how much the teacher talks. I mean, yes I agree with that but this was a wonderful lesson. Thanks for the video.
At first I thought there is too much TTT, but now I feel these TTTs elaborate the aims of the communication clearly. This leads to a more fluent dialogue between students.
All the comments give me a hint to improve and learn about this method, yet I believe we have to take on account that this shooting is reaching its 28th anniversary...! I'd like to watch a recent video of some teachers who know what things should be enhanced according to our times. Thanks a lot!
This method is useful for students who already have good level in English in a term that they can understand and communicate normally in English I think it's destinated for the intermediate students ..
Excellent class. It is expected that all students are at the same level. The class structure, with participation of all students, is particularly effective. This structure allows the student to build the arguments according to a direction.
Good presentation by using communicative approach . The most important thing is using group work , it is the core centre of this method .... I read lots of comments about how can we use this method in a large classes ? According to myself I use this method with class of 36 students and the class was interesting because the students always busy and at end I over some gifts to the leader students ...
This video is soo good. Thank you very much. It seems to me this lesson isn't very appliable to Level 0 students, but very powerfull for every other level.
This class was really interesting, especially because of the way the students had fun interecting with the teacher and with their peers, but I think it lacked two things: vocabulary learning and drills. To my knowledge, these elements are responsable to give the students a sense of development and confidence to interect and talk to others. I don't like the way communicative approach condemn repetition if it helps you with vocabulary, structure and pronunciation.
I agree with you on the lack of vocabulary learning. I was thinking what if we combine this with the concept of flipped classroom, where students watch videos beforehand to learn the 'content' and then use that in this class. That might solve the problem.
Thank you very much for uploading this video! I also need the video about the grammar translation method and the direct method... Could you please upload them too? Thank you very much!
The communicative approach is and must be a "student-centered" so teachers can not talk all the time. He/she must leave them talk as much as possible so that they can develop heir communicative skills.
7 лет назад+17
But the video is edited right when the students are talking. We cannot assure how much time they spent talking
The communicative approach isn't "student-centered" it is more hear, repeat and memorize whichs means students are depandant on the teacher to produce language.
that is not real to give them the whole time, sure they have a gap, as a pre-teaching. the tutor must provide them some hints so as to practice it at the rest of their communication
@@fatihaalaoui1997 You're missing that the purpose of this video is to instruct teachers how to teach. So the video has so much time focused on what the teacher did. The time the students talked together in their groups has been EDITED OUT.
What different roles or functions did the teacher assume during the course of the lesson? What did each of these functions contribute toward the students' accomplishment of the objectives?
The presentation about communicative approach by Alex is quite interesting, but do you think that it is applicable in large classes where the number of students per a classroom may even exceed 100 in the case of Ethiopian secondary schools? If YES, could you please advise how to practicing it? I look forward to hearing from you!
Most effective, impossible. This is the best method. It could implement into the classrooms of the schools, from children five years to adult eighty years...
Totally agree. There was too much T.T.T. and I would only explain what the lesson was about after having done everything by the end of the class. PPP can be very good if well used.
I don't share the complaint of others here that the teacher speaks too much. However, what did strike me was how inauthentic the structure given for the function was. Almost nobody ever has a conversation like that, and if one did, one would be considered rude and uppity in many situations. Persuasion is much more negotiative.
I think the aim is providing a situation in which students can use discourse markers and begin understanding argumentation as a whole. I suppose these students are elementary students and this was like an introduction to argumentative texts. I think it was a great start for them, because they could use those discourse markers + language they know. I see your point though, when he announced the function I thought he was going to present another exponent like modal verbs, or indirect style. But still, they can build more realistic language use from the notion of sequencing a persuasion.
This was an excellent class. The teachers involved the students in helping him solve a real life situation. The students were relaxed and seemed to enjoy the discussion in groups. The homework was related to the class. My only criticism is that the students who were the "parents" at the end, should have stood up and spoken to the whole class. The way it was done, it seemed like they were only talking to the teacher.
Ok - he created a context and had an idea about language but didn't really exploit it or practise it with the students before they had to use it in the communicative activity. Other commentators have said there's too much talking - yes - he could stage his instructions a bit more - one instruction at a time. I guess the lesson was communicative but didn't have much language input or preparation time. Not sure about the learning outcome here.
I would assume you would give instructions in their native language but let them do the exercise in English. If they do not know any words, you can give them the word or even a sentence to help them along.
one tiny snag....how many hours does this lesson actually last? because - the teacher makes a long intro (5 mins), asks people to answer some questions (at least 5 mins- the woman's reply was obviously cut), then explains group work activity (5 mins), after that, the students regroup. in real life, moving chairs and deciding who to talk to takes at least 5 minutes , then students need time to figure out what the hell they are supposed to do (5 min). in order for the group to have an actual, meaningful conversation- at least 10 minutes are required. move back chairs (another 5 min), ask everyone what they have decided (at least 10 minutes- they only show 5, but there are at least 8 groups). 5mins for conclusions... by my calculations, taking into consideration that a real life lesson doesn't start right after the bell rings (5mins), and that students also need to write down a word or two, then pack their things before getting out (5min),.... well my result is... 65 minutes.... well a lesson can only last 50. of course, i forgot to mention that if the students are teenagers they are less likely to do as they are told, they're also incredibly fussy about who they share a group with (they can argue for at least 30 minutes), while in groups , who is to stop them to use the mother tongue and talk about smth else? (a teacher can't be everywhere)..... most likely the lesson will end up in chaos and the bell will ring halfway through the activity.
I have questions : what was the language or skills focused by the lesson? what the student generate communicative language in realistic situation? how did the students show proof or evidence that they have learned something? please i need an answer
meme altamimi the proof was that the teacher asked them to write a composion about they did on class, they will know how to begin with in terms of vocabulary and topic ideas as well.
The teacher really uses too much class time talking. He almost monopolizes it. A rule of thumb is that teachers shouldn't speak more than 20% of the time. After that, they must promote conversation in class and keep an eye (and two ears) on the students' progress, making occasional remarks, which are not necessarily about the students' grammar or pronunciation mistakes, but also about the gist of their conversation. At this moment, teachers should function as a third (or fourth) visiting member of the conversation group, as they must supervise all students simultaneously. A class like this, using this approach, would certainly put many students to sleep. :-)
There’s no perfect method but I’d use something from the other approaches and methods. TPR, for instance. There was no move during the lesson- only the teacher talking and students listening to him. I’d use this sequence: present, practice and let students produce something. That would make the communicative approach. Also, I would show more e talk less.
When it comes to communicative lessons, we expect students to get engaged and speak more. Thanks for sharing the video, but I expected another thing. After ten minutes, they really started talking -it was a long time.
Maybe fewer "running commentaries" at the beginning and his TTT was very high. They looked like a B1plus class and he kept interrupting them. So Teacher centered. Basically this was an attempt of a "productive skills" lesson without the feedback on content and language.
i noticed that, too. his TTT was waaaay too much. If this were indeed a communicative approach, the students should be talking just as much, if not more, than the teacher. Also, the language usage of the teacher was, in my opinion, completely inappropriate, as it added far too many words. He also spoke somewhat fast.
i think it's just an imposed set of classroom instruction, it's more deductive and teacherese-laden...... we should ensure effective intakes along time constraints and learners' level.... despite all, it's teaching against learning and this becomes another case for me to study before i plan similar lessons
Hello can some answer me i have some questions about the video. What kinds of materials are presented? How does the teacher give materials? What role does the teacher play? What is the role of the students? What type(s) of interaction is taking place in the classroom? What areas of language are emphasized? What language skills are emphasized? What language is mostly used? L1 or L2? Is there any evaluation procedure? If yes, what is it? How are errors corrected? Who does the corrections? Explain the techniques (=activities) used in the classroom.
The teacher is a facilitator and in some tasks he acts as an equal partner, and students negotiate meaning also they interect with others materials are authentic and task based i guess main points: teaching language in context and how to use it in different situationts for different functions , also how to maintain communication despite limitations
How come people complain about TTT? He uses only 10 minutes to introduce the topic, explain the language function and the activity. Is that too much? After that, he lets his students do the talking. I think it is good.
Teacher talks so much and his language is too complicated compare to the language the learns are going to learn. To be honest, I can't apply this way in my class.
Thanh Pham Hong Remember that the language has to be challenging for students and move them to the ZPD or i+1. Besides, the language of the teacher has to be higher as "input" is needed though language used in a classroom for the purpose of teaching is not technically considered as input.
But remember that students can get really frustrated if they don't catch any understanding. It depends on the level of the class of course but vocabulary must be spoken according to your students' level and this have to be considered in order to keep motivating your students.
In a way we can say that your argument is true as if the students get frustrated with time or they get somehow lost , but I see here in this video students already have a good level in English so they can normally adapt with him ..
I got confused. Can anyone tell me which are the differences between the Communicative Approach and the Task-based Language Learning? Are they the same or not?
This method is the most common. I think most teachers in private schools are using this method. Teachers just want to get students to talk more so that they can take a good rest xD
The adults in this video seem to live in America and their competence of listening and speaking looks good enough to communicate with others. But my students learn English as foreign language only 3 hours per a week. And they don't have to use English in their real life. Thus, their English proficiency is very low. But the national curriculum says that the goal of the English education is developing student's communicative competence and CLT is recommended. But how can I apply this method in my class?
I think so. That's why I use ALM in my English class. But I feel little worry about that some students are not interested in the activies of ALM. Cuz it could be a bit boring. Can you suggest some effective methods or teaching skills for EFL beginner level learners?
Yeah, this is an ESL context; not an EFL context. One of the biggest differences between the two is grading language. EFL tends to be more graded, but the ESL teacher doesn’t generally grade his/her language. The most important thing to note about CLT in this video is that the teacher uses student contributions throughout his running commentary (despite using too much TTT) as well as bringing in a communicative purpose to his role-playing group activity. It’s not just talking about the places; there should be a reason for listening as well as speaking to be communicative.
Wrong wrong wrong. Too much TTT. This video must be deleted as it gives a wrong image of the CLT approach. The teacher needs to engage the students from the very beginning and keep the TTT down to 20%
tooooooooo much teacher talking time!!!! and a lot of useles language. a simplified and direct vocab can make this class better. oh and cut the echo response.
Cesar Ponce if they are able to understand him and respond to this activity they alredy know english try to teach it to someone who doesn't know anything
Well, true but i guess my first impression was that they were probably at a lower level. I also use the communicative approach. We work with students at the most basic level and up to a C2 level. We dont use too much of the class time to explain, we use the easiest way to show grammar or topics and guide them through. so they can do all the speaking they can. Follow up with constant visual aid and cueing.
If you take into account that the teacher's explaining a new type of activity for the students, it's non-sense to explain it fast. His speech is slow, in order to facilitate comprehension, and he has to give examples for a correct execution of the activity. It's my opinion.
Well, I wouldn’t start a lesson using the communicative approach by saying “Today we are going to study about…” and I would avoid Teacher Talking Time -it was like ten minutes of teacher talking.
It seems to me that the teacher talks too much. I can't see the objectives he wants to do in his lesson, neither can I see what the learners can do after the lesson or what skills they will improve though.
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It's so lame that most comments are only about how much the teacher talks. I mean, yes I agree with that but this was a wonderful lesson. Thanks for the video.
an effective way of teaching based on eliciting and encouraging...
love it from Sudan.
At first I thought there is too much TTT, but now I feel these TTTs elaborate the aims of the communication clearly. This leads to a more fluent dialogue between students.
All the comments give me a hint to improve and learn about this method, yet I believe we have to take on account that this shooting is reaching its 28th anniversary...! I'd like to watch a recent video of some teachers who know what things should be enhanced according to our times. Thanks a lot!
Amazing lesson! I'll say no more. I could spend a long time expressing my thoughts here, but I'd like to summarize in one word: HAPPINESS!
This method is useful for students who already have good level in English in a term that they can understand and communicate normally in English I think it's destinated for the intermediate students ..
I agree with you
의사소통형 교수법 0:50-13:30 도입 : Function topic context; 준비 : Idea
sharing structure; 활동 : role play decision making
presentation 중간시험범위는 전체구간임.
Excellent class. It is expected that all students are at the same level. The class structure, with participation of all students, is particularly effective. This structure allows the student to build the arguments according to a direction.
Alex is my teacher at SIT Graduate Institute.
Good presentation by using communicative approach . The most important thing is using group work , it is the core centre of this method ....
I read lots of comments about how can we use this method in a large classes ?
According to myself I use this method with class of 36 students and the class was interesting because the students always busy and at end I over some gifts to the leader students ...
This video is soo good. Thank you very much. It seems to me this lesson isn't very appliable to Level 0 students, but very powerfull for every other level.
This class was really interesting, especially because of the way the students had fun interecting with the teacher and with their peers, but I think it lacked two things: vocabulary learning and drills. To my knowledge, these elements are responsable to give the students a sense of development and confidence to interect and talk to others. I don't like the way communicative approach condemn repetition if it helps you with vocabulary, structure and pronunciation.
I missed the feedback as well.
I don’t think vocab is that important because they’re able to ask during the task. I also wanted to see the feedback stage 😞
I agree with you on the lack of vocabulary learning. I was thinking what if we combine this with the concept of flipped classroom, where students watch videos beforehand to learn the 'content' and then use that in this class. That might solve the problem.
Thank you very much for uploading this video! I also need the video about the grammar translation method and the direct method... Could you please upload them too? Thank you very much!
The communicative approach is and must be a "student-centered" so teachers can not talk all the time. He/she must leave them talk as much as possible so that they can develop heir communicative skills.
But the video is edited right when the students are talking. We cannot assure how much time they spent talking
The communicative approach isn't "student-centered" it is more hear, repeat and memorize whichs means students are depandant on the teacher to produce language.
That's right ... it's boring ... the T talks a lot ...
that is not real to give them the whole time, sure they have a gap, as a pre-teaching. the tutor must provide them some hints so as to practice it at the rest of their communication
@@fatihaalaoui1997 You're missing that the purpose of this video is to instruct teachers how to teach. So the video has so much time focused on what the teacher did. The time the students talked together in their groups has been EDITED OUT.
What different roles or functions did the teacher assume during the course of the lesson? What did each of these functions contribute toward the students' accomplishment of the objectives?
The presentation about communicative approach by Alex is quite interesting, but do you think that it is applicable in large classes where the number of students per a classroom may even exceed 100 in the case of Ethiopian secondary schools? If YES, could you please advise how to practicing it? I look forward to hearing from you!
Most effective, impossible. This is the best method. It could implement into the classrooms of the schools, from children five years to adult eighty years...
I strongly agree with you. PPP might be very useful, as you said, "if well used". Thanks for sharing your thoughts.
Totally agree. There was too much T.T.T. and I would only explain what the lesson was about after having done everything by the end of the class. PPP can be very good if well used.
I don't share the complaint of others here that the teacher speaks too much. However, what did strike me was how inauthentic the structure given for the function was. Almost nobody ever has a conversation like that, and if one did, one would be considered rude and uppity in many situations. Persuasion is much more negotiative.
I think the aim is providing a situation in which students can use discourse markers and begin understanding argumentation as a whole. I suppose these students are elementary students and this was like an introduction to argumentative texts. I think it was a great start for them, because they could use those discourse markers + language they know. I see your point though, when he announced the function I thought he was going to present another exponent like modal verbs, or indirect style. But still, they can build more realistic language use from the notion of sequencing a persuasion.
The woman’s explanation about the approach was better than the lesson. In a very real sense, we might teach students to teach themselves.
How it can be Implemented in teaching
This was an excellent class. The teachers involved the students in helping him solve a real life situation. The students were relaxed and seemed to enjoy the discussion in groups. The homework was related to the class. My only criticism is that the students who were the "parents" at the end, should have stood up and spoken to the whole class. The way it was done, it seemed like they were only talking to the teacher.
Ok - he created a context and had an idea about language but didn't really exploit it or practise it with the students before they had to use it in the communicative activity. Other commentators have said there's too much talking - yes - he could stage his instructions a bit more - one instruction at a time. I guess the lesson was communicative but didn't have much language input or preparation time. Not sure about the learning outcome here.
it's great because the students' level of English is high..what about using this method to intermediate level students?
I would assume you would give instructions in their native language but let them do the exercise in English. If they do not know any words, you can give them the word or even a sentence to help them along.
Does anyone know what level the students are? I think B1+?
one tiny snag....how many hours does this lesson actually last? because - the teacher makes a long intro (5 mins), asks people to answer some questions (at least 5 mins- the woman's reply was obviously cut), then explains group work activity (5 mins), after that, the students regroup. in real life, moving chairs and deciding who to talk to takes at least 5 minutes , then students need time to figure out what the hell they are supposed to do (5 min). in order for the group to have an actual, meaningful conversation- at least 10 minutes are required. move back chairs (another 5 min), ask everyone what they have decided (at least 10 minutes- they only show 5, but there are at least 8 groups). 5mins for conclusions... by my calculations, taking into consideration that a real life lesson doesn't start right after the bell rings (5mins), and that students also need to write down a word or two, then pack their things before getting out (5min),.... well my result is... 65 minutes.... well a lesson can only last 50.
of course, i forgot to mention that if the students are teenagers they are less likely to do as they are told, they're also incredibly fussy about who they share a group with (they can argue for at least 30 minutes), while in groups , who is to stop them to use the mother tongue and talk about smth else? (a teacher can't be everywhere)..... most likely the lesson will end up in chaos and the bell will ring halfway through the activity.
@Lê Lê really? I teach high-school students in Romania and we generally have two 50 minute lessons per week. Let's say on Monday and Wednesday
I have questions :
what was the language or skills focused by the lesson?
what the student generate communicative language in realistic situation?
how did the students show proof or evidence that they have learned something?
please i need an answer
meme altamimi the proof was that the teacher asked them to write a composion about they did on class, they will know how to begin with in terms of vocabulary and topic ideas as well.
The teacher really uses too much class time talking. He almost monopolizes it. A rule of thumb is that teachers shouldn't speak more than 20% of the time. After that, they must promote conversation in class and keep an eye (and two ears) on the students' progress, making occasional remarks, which are not necessarily about the students' grammar or pronunciation mistakes, but also about the gist of their conversation. At this moment, teachers should function as a third (or fourth) visiting member of the conversation group, as they must supervise all students simultaneously. A class like this, using this approach, would certainly put many students to sleep. :-)
Most of the parts where students interacted were edited out, so you can't really be sure how much time the students spent talking.
Ray von Schmalz I was sleeping...
@@wilaustu most people here are too ignorant to realize that :) they just attack the teacher that he talks too much. LOL
There’s no perfect method but I’d use something from the other approaches and methods. TPR, for instance. There was no move during the lesson- only the teacher talking and students listening to him. I’d use this sequence: present, practice and let students produce something. That would make the communicative approach. Also, I would show more e talk less.
I have a question. May I know what are the similarities between Communicative Language Teaching and Action-oriented Approach?
Please could you write the script for the learners can follow your target lesson and your message.It would be better for them .Thank you very much .
You can activte the subtitles, so you can follow the lesson and get the message of it.
When it comes to communicative lessons, we expect students to get engaged and speak more. Thanks for sharing the video, but I expected another thing.
After ten minutes, they really started talking -it was a long time.
Maybe fewer "running commentaries" at the beginning and his TTT was very high. They looked like a B1plus class and he kept interrupting them. So Teacher centered. Basically this was an attempt of a "productive skills" lesson without the feedback on content and language.
i noticed that, too. his TTT was waaaay too much. If this were indeed a communicative approach, the students should be talking just as much, if not more, than the teacher. Also, the language usage of the teacher was, in my opinion, completely inappropriate, as it added far too many words. He also spoke somewhat fast.
i think it's just an imposed set of classroom instruction, it's more deductive and teacherese-laden...... we should ensure effective intakes along time constraints and learners' level.... despite all, it's teaching against learning and this becomes another case for me to study before i plan similar lessons
Did the students understand the meta language?
Hello can some answer me i have some questions about the video. What kinds of materials are presented?
How does the teacher give materials?
What role does the teacher play? What is the role of the students?
What type(s) of interaction is taking place in the classroom?
What areas of language are emphasized? What language skills are emphasized?
What language is mostly used? L1 or L2?
Is there any evaluation procedure? If yes, what is it?
How are errors corrected? Who does the corrections?
Explain the techniques (=activities) used in the classroom.
The teacher is a facilitator and in some tasks he acts as an equal partner, and students negotiate meaning also they interect with others
materials are authentic and task based i guess
main points: teaching language in context and how to use it in different situationts for different functions , also how to maintain communication despite limitations
How come people complain about TTT? He uses only 10 minutes to introduce the topic, explain the language function and the activity. Is that too much? After that, he lets his students do the talking. I think it is good.
Bro it is Community Language Teaching?
Teacher talks so much and his language is too complicated compare to the language the learns are going to learn. To be honest, I can't apply this way in my class.
Thanh Pham Hong Remember that the language has to be challenging for students and move them to the ZPD or i+1. Besides, the language of the teacher has to be higher as "input" is needed though language used in a classroom for the purpose of teaching is not technically considered as input.
But remember that students can get really frustrated if they don't catch any understanding. It depends on the level of the class of course but vocabulary must be spoken according to your students' level and this have to be considered in order to keep motivating your students.
True.
In a way we can say that your argument is true as if the students get frustrated with time or they get somehow lost , but I see here in this video students already have a good level in English so they can normally adapt with him ..
Agree!!!
Good work go ahead sister
great demonstration, they should make a updated version though even if its acted out.. cant stand the old quality of this.
That's something I like about it. I find it charming. :D
Can You Give Some Instructions How To Teach Attractive?
I got confused. Can anyone tell me which are the differences between the Communicative Approach and the Task-based Language Learning? Are they the same or not?
Task-based language learning has its origins in communicative language teaching and is a subcategory of it
@@sstardust92 Others (Ok, it was Rod Ellis) say that the Communicative Approach is a subcategory of TBLT :P
Teacher DaClau Teaching English/French/Chinese I said the same thing :)
This method is the most common. I think most teachers in private schools are using this method. Teachers just want to get students to talk more so that they can take a good rest xD
lady at the end should have been more enthusiastic.. she absorbed my energy fr
fantastic .gooooood job
The adults in this video seem to live in America and their competence of listening and speaking looks good enough to communicate with others. But my students learn English as foreign language only 3 hours per a week. And they don't have to use English in their real life. Thus, their English proficiency is very low. But the national curriculum says that the goal of the English education is developing student's communicative competence and CLT is recommended. But how can I apply this method in my class?
This is for the most advanced language learners.
I think so. That's why I use ALM in my English class. But I feel little worry about that some students are not interested in the activies of ALM. Cuz it could be a bit boring. Can you suggest some effective methods or teaching skills for EFL beginner level learners?
Yeah, this is an ESL context; not an EFL context. One of the biggest differences between the two is grading language. EFL tends to be more graded, but the ESL teacher doesn’t generally grade his/her language.
The most important thing to note about CLT in this video is that the teacher uses student contributions throughout his running commentary (despite using too much TTT) as well as bringing in a communicative purpose to his role-playing group activity. It’s not just talking about the places; there should be a reason for listening as well as speaking to be communicative.
I am teacher. I would like to get this English teaching methode.
Lovely
this was very effective i learnt a lot
Wrong wrong wrong. Too much TTT. This video must be deleted as it gives a wrong image of the CLT approach. The teacher needs to engage the students from the very beginning and keep the TTT down to 20%
I agree with you.
What is TTT
Thanks for answoring
@@rezaenginer4758 Teacher Talking Time
Thank you
helpful and effective
Thanks!
It was great and enjoyable time.
Great job!
thanks
That’s good
tooooooooo much teacher talking time!!!! and a lot of useles language. a simplified and direct vocab can make this class better. oh and cut the echo response.
Cesar Ponce if they are able to understand him and respond to this activity they alredy know english try to teach it to someone who doesn't know anything
Well, true but i guess my first impression was that they were probably at a lower level. I also use the communicative approach. We work with students at the most basic level and up to a C2 level. We dont use too much of the class time to explain, we use the easiest way to show grammar or topics and guide them through. so they can do all the speaking they can. Follow up with constant visual aid and cueing.
Unfortunately, you’re right. Too much teacher talking time.
@@1agnesdeiJuliana, how are you?
If you take into account that the teacher's explaining a new type of activity for the students, it's non-sense to explain it fast. His speech is slow, in order to facilitate comprehension, and he has to give examples for a correct execution of the activity. It's my opinion.
I VE LEARNED STUDENT SHOULD TALK MORE THAN THE TEACHER
Mission Accomplished. Boss Fight Unlocked: VICTOR EAGLE'S EXAMS
Well, I wouldn’t start a lesson using the communicative approach by saying “Today we are going to study about…” and I would avoid Teacher Talking Time -it was like ten minutes of teacher talking.
It seems to me that the teacher talks too much. I can't see the objectives he wants to do in his lesson, neither can I see what the learners can do after the lesson or what skills they will improve though.
simpler times.....
ödevi yapan biri yardım etsin
TTT overload.
sir this is wendy's
Does anybody want a cup of coffee?
Interesting tho
You must be at least at some level of proficiency with the target language before you can benefit from this kind of approach.
Not the best example for the communicative approach...
Veryyyyyyyy to much teacher talking time.so bad
You seem like a language expert
E V E R Y W H E R E YOUUU
ni le sabe el profe