# data[].attributes.body
These references were used to support the development of the materials and content in this portfolio, centered around Communicative Language Teaching (CLT) principles. They include both academic journal articles and online video resources.

# data[].attributes.body
About the Attached Files

This portfolio includes a range of materials developed through my knowledge, reading, and teaching practice.

Activities 1.1 and 1.2 are Word files containing worksheets and speaking prompts created by me. Activity 1.3 is a video lesson edited using EdPuzzle, based on a YouTube video originally published by British-British English Learning-English.

Activity 2.1 is a matching task created by me using Wordwall. Activities 2.2 and 2.3 are PowerPoint presentations I designed myself to support controlled-to-free speaking practice.

For Activity 3.1, I created a podcast task using Padlet to encourage student collaboration and autonomy. Activity 3.2 is a choice board image designed using Canva and downloaded as a PNG. Finally, Activity 3.3 is a song-based listening and discussion task that uses a YouTube lyric video; I created the accompanying worksheet myself.

Except for the videos used in 1.3 and 3.3, all materials in this portfolio were originally created by me and demonstrate my understanding of CLT principles and practical classroom application.

# data[].attributes.body
3.3 Activity Overview – Song-based Activity: "Count on Me" by Bruno Mars

Theme: Teacher’s Role in Creating Meaningful, Creative, and Autonomous Learning

Type: Listening / Reflection / Group Discussion

Tool Used: YouTube

In this activity, students listen to the song "Count on Me" by Bruno Mars and complete a gap-fill exercise based on the lyrics.

After completing the exercise, students will reflect on the song’s meaning, particularly focusing on its themes of friendship, support, and collaboration.

In small groups, students will discuss their thoughts on the lyrics and share personal experiences related to the song’s message.

( Instructions for Students:

Step 1: Listen to the song “Count on Me” by Bruno Mars.

Step 2: As you listen, fill in the missing words in the lyrics worksheet provided. (You can listen more than once!)

Step 3: In pairs or small groups, discuss these questions:

1. What is the message of the song?

2. Which lines do you like the most and why?

3. How does this song relate to friendship and real-life support?

Step 4: Share your thoughts with the class. )

This activity connects language learning to personal emotions and experiences, encouraging creativity and autonomous reflection while promoting active listening and vocabulary development.

Encourages real world, meaningful communication through a personal connection to the song's themes.

Fosters creative expression as students interpret and reflect on the lyrics.

Promotes student autonomy by allowing them to share personal insights and experiences.

Shifts the teacher’s role to that of a facilitator, guiding students to explore the meaning behind the song independently.

( EXAMPLE : 3.3 Song-Based Activity: Lyric Worksheet

If you ever find yourself stuck in the middle of the __

I'll sail the world to find you

If you ever find yourself lost in the dark and you can't __

I'll be the light to guide you

We find out what we're made of

When we are called to help our __ in need )

# data[].attributes.attachment_link.title
Bruno Mars - Count on Me (Official Lyric Video)

# data[].attributes.body
3.2 Activity Overview – Choice Board for Homework Tasks

Theme: Teacher’s Role in Creating Meaningful, Creative, and Autonomous Learning

Type: Independent Speaking Homework

Tool Used: Canva

In this activity, students select from a menu of 12 different speaking tasks, such as recording a video diary, interviewing a friend, or performing a voiceover for a silent video.

The choice board allows students to take charge of their learning, choose tasks that interest them, and practice English in authentic, creative ways.

By offering students various task options, this activity encourages autonomy and motivation while also fostering creativity. It allows learners to engage with English outside the classroom, reinforcing learning in real life contexts. The teacher’s role is to provide guidance, ensuring that tasks are appropriately challenging and support students' language development.

Encourages learner autonomy and self-directed learning.

Provides students with creative options for practising English.

Fosters motivation by allowing students to choose tasks based on personal interests.

Shifts the teacher’s role to that of a facilitator, guiding student choice and progress.

# data[].attributes.body
3.1 Activity Overview – Create a Podcast!

Theme: Teacher’s Role in Creating Meaningful, Creative, and Autonomous Learning

Type: Collaborative Speaking / Project-based Learning

Tool Used: Padlet

In this activity, learners work in small groups to create a 3–5 minute podcast on the topic: “Differences Between English and Our L1”. This project encourages students to reflect on their language learning experiences and compare English with their native languages, discussing areas like grammar, pronunciation, or vocabulary.

This task fosters learner autonomy and creativity, allowing them to take ownership of their learning while developing real-world communication skills. Students prepare their script, record their podcast using a simple audio tool (e.g., Padlet’s voice recorder or Vocaroo), and share it with peers for feedback.

Encourages purposeful, authentic communication in a meaningful context.

Promotes collaboration and peer interaction.

Allows learners to express personal insights, building confidence and motivation.

Shifts the teacher’s role to a facilitator, enabling student-driven content creation.

# data[].attributes.body
2.3 Activity Overview – Speaking Ladder

Theme: Balancing Accuracy and Fluency through Scaffolded Practice

Type: Guided to Free Speaking Activity

In this task, students first practice describing holiday themed pictures with sentence starters and vocabulary prompts (controlled stage).

Then, they use the same images to create and narrate their own holiday story (free stage).

This scaffolding allows them to gradually build fluency while reinforcing accuracy and confidence in using new language.

Encourages real life communication through personalized stories and narratives.

Provides scaffolded support that transitions from structured to spontaneous use of language.

Emphasizes student-centred learning, with learners actively constructing meaning.

Develops both fluency and accuracy, balancing creative output with language control.

# data[].attributes.body
2.2 Activity Overview – “Correct the Teacher” Game

Theme: Balancing Accuracy and Fluency through Scaffolded Practice

Type: Grammar / Listening & Speaking

In this fun and interactive game, the teacher reads aloud sentences that contain intentional grammar mistakes. Students must listen carefully, identify the errors, and correct them. This promotes active listening and reinforces grammatical accuracy in a low-stress, playful environment.

This activity reflects the CLT approach by integrating grammar into meaningful communication. Transforming error correction into a intresting, collaborative task keeps learners actively involved and encourages them to notice and think about common language mistakes.

Focus on form in context: Students engage with grammar in meaningful spoken sentences, not isolated drills.

Learner-centred interaction: Learners actively participate by identifying and correcting mistakes, shifting focus away from teacher-led instruction.

Promotes real-time language processing: Students think quickly and apply their language knowledge in-the-moment, reflecting real-life communication demands.

Encourages reflection and noticing: By analyzing incorrect language, learners develop awareness of correct structures, supporting long-term accuracy.

# data[].attributes.body
2.1 Activity Overview – Dialogue Match Up + Role-play

Theme: Balancing Accuracy and Fluency through Scaffolded Practice

Type: Vocabulary & Grammar Matching + Speaking Role-play

Tool Used: Wordwall

( Wordwall is an interactive platform for creating engaging tasks like matching games, quizzes, and more. It helps make grammar and vocabulary practice fun, visual, and student friendly. )

In this activity, learners begin by completing a dialogue matching task using Wordwall.

The exercise involves pairing lines of a real life conversation (e.g., at a doctor's clinic) in the correct order or response format. This helps students focus on natural sentence structure, question-response patterns, and functional expressions.

Once matched, students practice reading the dialogue aloud in pairs, and then role play the scene, switching roles or creating small variations. This builds accuracy first, and then allows them to move toward fluency and confidence in using the target language.

The structured matching task ensures students feel supported before engaging in real time communication.

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.description
Match up - Drag and drop each keyword next to its definition.

# data[].attributes.body
1.3 Activity Overview – Interactive Video Task: Ordering Food in a Restaurant

Theme: Interaction as the Heart of Language Learning

Type: Listening Comprehension & Role-play

Tool Used: EdPuzzle

( EdPuzzle is an interactive video platform that allows teachers to embed questions, voiceovers, and comments into online videos. It helps students engage actively with the content while allowing teachers to assess comprehension in real time. )

In this activity, students watch a short video clip (e.g., "Ordering Food in a Restaurant" from Youtube, British-British English-Learning English) using an interactive tool like EdPuzzle. Comprehension questions are embedded throughout the video to check understanding of key expressions, tone, and sequence. After watching, students work in pairs or small groups to role play the restaurant conversation, taking turns being the customer and the server.

This activity embodies the CLT principle that language learning should reflect real life communication. By watching a natural conversation unfold, learners get exposure to authentic language use, including pronunciation, intonation, and cultural norms.

The follow up activity, that is role play, allows learners to apply what they have observed, enhancing their ability to produce language in real world scenarios. It strengthens listening and speaking skills while encouraging spontaneous interaction and confidence.

Students are more motivated when engaging with multimodal materials, and the embedded questions ensure active viewing rather than passive watching. This bridges input and output, where learners observe, reflect, and then reproduce communication in their own words.

The task improve learner autonomy and supports experiential learning, helping students make meaningful connections between classroom practice and real world language use.

# data[].attributes.attachment_link.title
Ordering Food at a Restaurant - British English Conversation - Learn English

# data[].attributes.attachment_link.description
Edpuzzle video lesson. Make any video your lesson. Take a video and crop it, add your voice or embed questions at any point.

# data[].attributes.body
1.2 Activity Overview – Jigsaw Reading: Festivals Around the World

Theme: Interaction as the Heart of Language Learning

Type: Collaborative Reading & Speaking

In this activity, students work in groups to read different short texts about cultural festivals celebrated around the world. After understanding their assigned text, they move into new groups where each member presents their festival, allowing the group to collaboratively reconstruct the full picture. This process involves reading, summarising, listening, and speaking.

The activity reflects key principles of Communicative Language Teaching (CLT) by placing emphasis on information sharing, cooperation, and student led interaction. Rather than simply answering comprehension questions, students actively teach and learn from one another, promoting deeper processing of content and language.

It shifts the focus from teacher centred instruction to a student centred learning environment, where learners rely on each other to complete a meaningful task. Communication is purposeful and contextualised, as students need to negotiate meaning and make themselves understood.

The task encourages use of all four skills, reading for understanding, speaking to share ideas, listening to peers, and summarising information. It also promotes cultural awareness and curiosity, creating space for personal engagement and intercultural learning.

# data[].attributes.body
1.1 Activity Overview – Speed Chatting

Theme: Interaction as the Heart of Language Learning

Type: Speaking / Fluency Practice

In this activity, students engage in short, timed pair conversations on familiar and personally relevant topics such as hobbies, hometowns, or future goals. They rotate partners every two minutes, allowing for diverse interactions and opportunities to re-use language in varied contexts.

This activity is inspired by the principles of Communicative Language Teaching (CLT), where language is seen as a tool for meaningful interaction rather than just rule based accuracy. It encourages natural spoken communication, turn-taking, and confidence building in a safe, supportive environment. By using personally meaningful topics, learners are more emotionally invested, which enhances motivation and fluency.

It maximises student talking time and reduces teacher talk, shifting focus from teacher led instruction to learner centred communication.

It promotes real time decision making in language use, reflecting authentic conversation outside the classroom.

Learners gain exposure to different speech patterns, accents, and styles through multiple partner interactions, reflecting the unpredictability of real world communication.

Repetition across changing pairs supports scaffolded fluency development, as students refine and reuse their answers.

# data[].attributes.headline
CLT redefines the teacher as a facilitator rather than a knowledge giver (Savignon, 1987; Pica, 2000). The teacher’s job is to design tasks that are relevant, meaningful, and motivating, allowing students to take more control of their learning. 

# data[].attributes.subject
CLT redefines the teacher as a facilitator rather than a knowledge giver (Savignon, 1987; Pica, 2000). The teacher’s job is to design tasks that are relevant, meaningful, and motivating, allowing students to take more control of their learning. 

# data[].attributes.body
In my materials, I included creative activities such as personal storytelling, problem solving tasks, and choice based group work to support learner autonomy. I also used prompts that connected to students’ daily lives to increase engagement. This theme highlights how a teacher’s flexibility and creativity can make CLT practical, even in large or resource limited classrooms.

# data[].attributes.headline
CLT values both accuracy and fluency, but many learners, especially in exam focused systems like India’s, lack fluency even if they understand grammar. 

# data[].attributes.subject
CLT values both accuracy and fluency, but many learners, especially in exam focused systems like India’s, lack fluency even if they understand grammar. 

# data[].attributes.body
Inspired by Gatbonton and Segalowitz’s (2005) ACCESS approach, I included controlled practice followed by freer activities to help students move from form focused learning to fluent speech.

I used scaffolding techniques like guided dialogues and repeated phrase practice before open discussions. This balance ensures that students not only know the correct grammar but can also use it automatically and confidently in real conversations.

# data[].attributes.headline
The idea that communication is not just the goal of language learning, it is the method itself. Savignon (1987) and Richards (1983) emphasize that learners develop communicative competence by interacting in real life or simulated situations. 

# data[].attributes.subject
The idea that communication is not just the goal of language learning, it is the method itself. Savignon (1987) and Richards (1983) emphasize that learners develop communicative competence by interacting in real life or simulated situations. 

# data[].attributes.body
In my materials, I used pair work, role plays, and group discussions to encourage students to talk, listen, and negotiate meaning with each other.

For Indian learners, who often feel shy or hesitant to speak, creating opportunities for interaction helps them gain confidence and use English in more natural, everyday ways.

# data[].attributes.headline
This Padlet focuses on Communicative Language Teaching (CLT) as my chosen methodology for the Practical Application to the Classroom (Task B) in the LN5511 module. 

# data[].attributes.subject
This Padlet focuses on Communicative Language Teaching (CLT) as my chosen methodology for the Practical Application to the Classroom (Task B) in the LN5511 module. 

# data[].attributes.body
My interest in CLT developed after exploring key readings such as Savignon (1987), Richards (1983), and Pica (2000), which highlighted the importance of real life communication in language learning. Unlike traditional methods that focus heavily on grammar and exam preparation, CLT encourages meaningful interaction, fluency, and the development of communicative competence. These ideas are especially relevant to my teaching context in India, where many learners are good at grammar but struggle to speak confidently.

This Padlet presents three central themes that guided the design of my teaching materials:

1. Interaction.

2. The balance between accuracy and fluency.

3. The teacher’s role in supporting learner autonomy and creativity.

# data[].attributes.headline
Teacher’s Role in Creating Meaningful, Creative, and Autonomous Learning

# data[].attributes.subject
Teacher’s Role in Creating Meaningful, Creative, and Autonomous Learning

# data[].attributes.headline
Balancing Accuracy and Fluency through Scaffolded Practice

# data[].attributes.subject
Balancing Accuracy and Fluency through Scaffolded Practice

# data[].attributes.headline
Interaction as the Heart of Language Learning

# data[].attributes.subject
Interaction as the Heart of Language Learning

# data[].attributes.body
Bridging Theory and Practice in Language Teaching