The Application of the Communicative Language Teaching Method in the Libyan Class at a Uk University: Lesson Plan, Rationale and Evaluation

Abstract

This study provides a rationale for a lesson plan about the implementation of the communicative language teaching method (CLT) in the Libyan class at a UK University. The aim of the lesson plan is to develop learner"s reading skills and to develop oral fluency. The lesson is aimed for adult learners at pre-intermediate level who are studying English for general purposes. The topic of the lesson is about the types of food that are eaten around the world and the geographical, economical, and lifestyle reasons for this. The resource is adapted from Libyan school"s curriculum course book and I have amended it slightly to that it is suitable for adult learners. The topic is likely to be appropriate as it is general topic, and this may enable students to enjoy it. This view is affirmed by Nuttall (1996), who believes that the best teaching should not ignore the interest in reading and this is the reason for choosing the subject "Food around the World". Consequently, students have motivation to tell others about their famous dishes and this may possibly lead them to develop their speaking skills.and Libya in all sectors, especially the education system.According to Rhema and Miliszewska (2012), students are not trained to discuss, so that has to change if Libya wants to create an effective generation who are open-minded. Teachers and students are required to get rid of traditional methods of teaching such as grammar translation method and rote learning (i.e. repetition and memorization). Teaching methods should focus on critical thinking and encourage interaction and expressing thoughts and ideas in the target language (Sweeney, 2012). This study is conducted in order to develop Libyan students" communicative competence.According to MHE (2012), the new government emphasises on the urgent need to have partnerships with international organizations to help Libyans deal with the post-war situation.National conference holds in many Libyan cities in order to discuss all education-related issues, including evaluations and assessments, the curriculum, and teaching methods. These conferences have the potential to assist educational leaders to have a serious and transparent perception about how to focus on quality and develop the education system. Mikail (2012) indicates that Libya is an oil-rich state, so it has sufficient resources to finance future for Libyans. The development and rebuilding the infrastructure in education, health, science, technology and economics are important priorities for the new government. According to UNESCO (2012), the Libyan leaders, PUPIL: International Journal of Teaching, Education and Learning ISSN 2457-0648 Available Online at: http://grdspublishing.org/ 247the new government and Libyans are motivated and eager to reform their education system because they believe that education is a powerful tool by which politically, economically and socially Libyans can develop themselves and participate fully as citizens. Literature Review Communicative Language Teaching (CLT)The most important aim of CLT is...

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