Communicative Language Teaching Overview

A teaching method where learners use language to perform real-world tasks.

How a teacher uses specific techniques and activities to teach.

The theories about language and learning that inform how teachers teach.

The overall plan for teaching, including content, roles, and materials.

The teacher facilitates communication and guides learners.

Students use language to express themselves and understand others.

The native language can be used, but focus on the target language.

CLT shifted away from just teaching grammar rules and focuses on communication.

The ability of children to write phrases and sentences that express their thoughts effectively, going beyond just writing individual words.

Activities and practices that help young learners develop their writing skills, from early stages of scribbling and drawing to forming letters and writing simple sentences.

The different stages that children go through as they learn to write, from scribbling and drawing to forming letters and writing words and sentences.

Creating opportunities for children to practice writing in different contexts, such as writing stories, notes, lists, and taking messages.

Providing a variety of writing materials and guidance on how to use them in the classroom.

The way a child holds a pencil while writing, which can vary widely among children. There is no single "right" grip, but a comfortable grip allows for better control and fluidity.

Guidelines for a good pencil grip that involve using the thumb, index, and middle fingers to stabilize the pencil.

Communication allows people to share their feelings and thoughts with others. Through communicating people can express their emotions and experiences.

This refers to the theory that early words were long, musical, and not short as is commonly believed. It suggests that language evolved from a form of music or sung speech.

This explains how languages are formed by blending different languages, often used by people from diverse linguistic backgrounds.

This refers to a language commonly used by people with different origins who live in a specific geographical area.

This describes the language someone learns in addition to their native language.

This refers to the standard, formally recognized language used by the majority of people. Think of the official language used in education, government, and formal writing.

This defines the language level used for everyday communication, including writing and speaking, for general purposes.

This is the official language used in writing and speaking across a nation, reflecting the common language for education and government.

This refers to the language spoken by a particular social group, often dominated by a broader language.

The ability to use scientific knowledge and principles to understand one's surroundings and test hypotheses. A teacher with this skill can help students design experiments and interpret results.

The ability to use and create technology-based content, including finding information, answering questions, interacting with others, and programming.

The ability to understand and apply practical knowledge about financial concepts and numbers, including budgeting, investing, and managing debt.

The ability to understand, appreciate, analyze, and apply knowledge of various cultures, humanities, and civilizations.

The ability to identify, analyze, and evaluate situations, ideas, and information to formulate responses and solutions.

The ability to imagine and devise new, innovative ideas and solutions.

The ability to work and communicate effectively with people from diverse backgrounds, respecting their differences and values.

Involves actively participating in school activities and events, getting to know other staff members, and understanding the school's goals and traditions.

When young children begin to explore writing, their initial attempts might involve random scribbles, mimicking horizontal, vertical, or circular lines. They may also experiment with different directions like up-down, left-right, or circular motions. This stage is characterized by exploring the tools and how they create marks, rather than forming specific letters or words.

As children move past random scribbling, they start to replicate specific directions like drawing horizontal lines (across), vertical lines (up and down), and circles. This is observed in children between 1-2 years old.

Around the age of 2-3 years old, children develop the ability to imitate horizontal lines, vertical lines, and circles. This further develops their fine motor skills and hand-eye coordination leading to more controlled markings on paper.

Between the ages of 3-4 years, children can copy horizontal and vertical lines, circles, and even basic shapes like a plus sign (+), a forward slash (/), a backslash ([]), and a square. This progress shows an increase in their ability to control their movements and make accurate markings on the paper.

Around the age of 4-5 years old, children can copy more complex shapes like a plus sign, a forward slash, a backslash, a square, an X, and a triangle. They also begin to grasp the pencil in a writing position, further enhancing their fine motor skills.

By the age of 5-6 years, children can copy more complex shapes like X, triangle, and recognize differences between big and small lines or curves. This signifies a greater understanding of size, shape, and fine motor control.

Children become familiar with writing through constant exposure to print and writing in their surroundings. They develop interest and curiosity about writing as they see and interact with written language.

Teachers play a crucial role in nurturing emergent writing skills in children aged 3-5. They encourage children to express their thoughts and ideas on paper, promoting their understanding of the connection between spoken and written language.

The middle number in a set of data, arranged in order. If the dataset has an even number of entries, the median is the average of the two middle numbers.

Something that proves a statement false by providing an example where the statement doesn't hold true.

A simple guess or observation made about a pattern or relationship in data, based on limited evidence. It can be tested further to see if it's true.

The second quartile (Q2) of a set of data, which is always the median or the middle number.

The intrinsic force that motivates someone to act or achieve something from within, driven by passion, interest, or personal satisfaction.

A crucial process for teachers to identify areas of improvement, understand student needs, and enhance their teaching practice. It involves reflecting on past experiences and analyzing teaching techniques.

Creating an environment that supports teachers by providing resources, encouragement, and collaboration opportunities to help them manage the stress of teaching.

Recognizing the impact of continuous, demanding work on a person's well-being and taking steps to recover, prevent exhaustion, and maintain a healthy balance.