1. The Background to CLT Phase 1: traditional approaches (up to the late 1960s) Phase 2: classic communicative language teaching (1970s to 1990s) Phase 3: current communicative language teaching (late 1990s to the present).

2. Presentation Focus The transition from traditional approaches to classic communicative language teaching.

3. Phase 1: Traditional Approaches (up to the late 1960s) Grammatical competence Deductive approach; memorization of dialogs, question-and-answer practice.. etc. Deductive approach; memorization of dialogs, question-and-answer practice.. etc. The P-P-P cycle which is discredited. The P-P-P cycle which is discredited.

4. Syllabus for Phase 1 Students first hear a model dialog, repeat each line: Correction of mistakes of pronunciation or grammar is direct and immediate Students first hear a model dialog, repeat each line: Correction of mistakes of pronunciation or grammar is direct and immediate dialog, changing certain key words or phrases which is acted out. dialog, changing certain key words or phrases which is acted out. Certain key structures fixed/given used for pattern drills. Certain key structures fixed/given used for pattern drills. The students may refer to their textbook do all their practices from it. The students may refer to their textbook do all their practices from it. Follow-up activities: more practice in details. Follow-up activities: more practice in details.

5. Phase 2: Classic Communicative Language Teaching (1970s to 1990s) Communicative competence was a broader concept Communicative competence was a broader concept Grammar was no longer the starting point Grammar was no longer the starting point.

6. To develop the learner’s communicative competence: Purposes (business purposes). Purposes (business purposes). Setting (in an office). Setting (in an office). Role (as a traveler). Role (as a traveler). Communicative events (making telephone calls). Communicative events (making telephone calls). Language functions (describing plans). Language functions (describing plans). Notions (history). Notions (history). Discourse and rhetorical skills (storytelling). Discourse and rhetorical skills (storytelling). Variety or varieties (such as American, Australian, or British English). Variety or varieties (such as American, Australian, or British English). grammatical content, lexical content, or vocabulary. grammatical content, lexical content, or vocabulary.

7. Thank You For Your Patience Patience Interest & Interest & Love Love