Teach english new edition r

exposure 
to language, and opportunities for language 
use -
and if they are motivated
- then language learning will take care of itself. Thus CLT has a lot in com m on with the 
acquisition view of language absorption that we discussed above. As a result, the focus of 
m uch CLT has been on students comm unicating real messages, and not just grammatically 
controlled language. The deployment of many 
communicative activities, 
where students 
use all and any language they know to communicate, shows this aspect of CLT at work.
Communicative Language Teaching has had a thoroughly beneficial effect since it 
rem inded teachers that people learn languages not so that they know 
about
them, but so 
that they can communicate 
with
them. Giving students different kinds of language, pointing 
them towards aspects of style and appropriacy, and above all giving them opportunities 
to try out real language within the classroom hum anised what had sometimes been too 
rigidly controlled.
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Describing learning and teaching
Task-Based Learning (TBL)
TBL 
is a natural extension of communicative language teaching. In TBL, the emphasis is 
on the task rather than the language. For example, students perform real-life tasks such 
as getting inform ation about bus timetables, or making a presentation on a certain topic. 
Later, after the task has been completed, they can look at the language they have used and 
work on any imperfections that have arisen, correcting grammatical mistakes or thinking 
about aspects of style. In other words, instead of language study leading to a task, the task 
itself is the main focus and jum ping-off point for (possible) subsequent study later. This 
approach puts communicative activities (see above) at the heart of learning, and as a result 
a TBL syllabus m ight well be a list of tasks and activities, not a list of language.
A typical TBL sequence starts with a