Кто читает:: Департамент иностранных языков и профессиональной коммуникации

Статус:: Курс по выбору

Когда читается:: 4-й курс, 1, 2 модуль

Преподаватель

Мухина Ольга Алексеевна

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Abstract

The discipline of Communicative Language Training (CLT), based on CELTA (Certificate in Teaching English to Speakers of Other Languages), emphasizes real-life communication, fluency development, and student-centered learning. It trains educators to implement interactive, task-based methodologies that prioritize meaningful language use while integrating speaking, listening, reading, and writing skills. CELTA-based CLT focuses on guided discovery, context-driven instruction, and effective error correction strategies, ensuring lessons are engaging and communicative. Teachers learn to balance fluency with accuracy, adapt to diverse learner needs, and create dynamic classroom environments.

Learning Objectives

To provide a comprehensive theoretical and practical understanding of the principles of Communicative Language Teaching (CLT) and their application in modern language classrooms.
To critically examine the CELTA framework as a model for effective, student-centered language teacher education.
To develop the ability to plan, prepare, and deliver effective, engaging, and coherent language lessons that integrate the four skills (speaking, listening, reading, and writing) within a communicative framework.
To master the use of task-based learning (TBL) and interactive methodologies that prioritize meaningful communication and fluency development over rote memorization.
To foster skills in guiding learners to discover language rules and patterns for themselves (guided discovery), rather than relying solely on teacher-led explanation.
To develop competence in presenting new language (grammar, vocabulary, functional language) in clear, memorable, and context-driven ways.
To create and maintain a dynamic, inclusive, and supportive learning environment that motivates learners and encourages participation from all.
To learn how to adapt teaching methods and materials to meet the diverse needs, backgrounds, and learning styles of students.
To employ effective, constructive, and timely error correction techniques that balance the development of fluency with the need for accuracy.
To cultivate a reflective approach to teaching through self-evaluation, peer observation, and feedback, establishing a foundation for continuous professional growth.

Expected Learning Outcomes

Distinguish between teaching and testing receptive skills. Select and adapt authentic materials to suit learner level and interests. Construct a sequence of tasks that develop both gist and detailed comprehension. Teach learners with strategies to cope with ambiguity and unknown language.
Formulate effective CCQs that target the core concept of a new language item.
Stage motivating speaking activities (e.g., discussions, role-plays) that promote fluency. Guide learners through the process writing approach, from drafting to editing. Provide constructive feedback that focuses on accuracy, fluency, and genre. Design tasks that encourage authentic and purposeful communication.
Identify key features of pronunciation: individual sounds, word stress, sentence rhythm, and intonation. Demonstrate and model pronunciation features clearly for learners. Employ practical techniques (e.g., drilling, mouth diagrams) to aid comprehensibility. Prioritize pronunciation issues that most impact communication.
Define the distinct purposes of warmers, fillers, and coolers within a lesson plan. Select appropriate, communicative activities that align with lesson aims. Execute short activities effectively to manage energy, timing, and engagement. Build a personal repertoire of versatile activities for different contexts.
Articulate the purpose of drilling in aiding memorization and building confidence. Conduct a variety of drilling techniques (e.g., choral, individual, substitution) effectively. Integrate drilling seamlessly and dynamically into language lessons. Ensure drilling remains meaningful and focused on communication.
Create a range of task types targeting grammar, vocabulary, listening, and discussion. Manage song-based activities from pre-listening to follow-up tasks. Utilize music to introduce cultural topics and enhance classroom atmosphere.
Conduct a thorough needs analysis to identify learner goals and gaps. Design tailored syllabi and lessons that address specific professional or personal needs. Select and exploit genre-specific materials (e.g., reports, emails, presentations). Adapt their teaching style to build rapport and ensure effectiveness in a 1-to-1 context.
Manage classroom energy and behavior through routines, praise, and clear instructions. Design engaging, multi-sensory activities that cater to different developmental stages.
Build strong rapport to foster a positive and inclusive classroom culture.
Select and exploit engaging texts, media, and real-life situations to introduce new language.
Diagnose the varying levels, needs, and learning styles within a group. Differentiate instruction by designing tiered tasks and flexible learning paths. Implement grouping strategies to provide appropriate support and challenge. Select and create a variety of materials to cater to all learners effectively.

Course Contents

Foundations of Classroom Management
Presenting Language: Vocabulary & Grammar via Context
Teaching Receptive Skills (Reading & Listening)
Concept Checking Questions (CCQs) & Checking Understanding
Teaching Productive Skills (Speaking & Writing)
Introduction to Phonology
Lesson Dynamics: Warmers, Fillers, and Coolers
Effective Drilling Techniques
Teaching with Songs and Music
Specialized Contexts: Business English & 1-to-1 Teaching
Teaching Young Learners (YL)
Teaching Mixed-Ability Classes

Assessment Elements

Activity
Assessments
Tests
Lesson Plans & Materials
Final Project
Teaching Practice

Interim Assessment

2025/2026 2nd module
0.1 * Activity + 0.2 * Assessments + 0.2 * Final Project + 0.2 * Lesson Plans & Materials + 0.1 * Teaching Practice + 0.2 * Tests

Bibliography

Recommended Core Bibliography

Astrida Skrinda. (2019). Teaching English: Perspectives, Methods, and Challenges. Nova.
Zhao, W. (2016). Academic English Teaching for Postgraduates Based on Self-Regulated Learning Environment: A Case Study of Academic Reading Course. English Language Teaching, 9(5), 214–224. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1099634

Recommended Additional Bibliography

Eisenmann, M. (2019). Teaching English: Differentiation and Individualisation. Schöningh.
Faidal, N. F., Nur, R.-, & Suriani, S. (2020). The Teachers’ Pedagogic Competence in Teaching English through Online and Offline Setting. https://doi.org/10.26858/eltww.v7i1.13294

Authors

Mukhina Olga Alekseevna
Абрамычева Анжелика Геннадьевна

Бакалаврская программа «Иностранные языки и межкультурная бизнес-коммуникация»

Адрес

Контакты

Communicative Language Training