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This document discusses strategies for effective teaching. It recommends that teachers (1) use visuals, physical activities, and interaction to help students connect abstract concepts to concrete experiences; (2) give students time to think and opportunities to actively engage with lessons instead of just listening; (3) use clear content and language objectives to guide lessons and measure student progress; and (4) provide structured opportunities for community and collaboration so students experience the value of respecting and cooperating with others.
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Task based language learning
This document discusses the background and theory of task-based language teaching (TBLT). Some key points:
- TBLT uses meaningful tasks and social interaction to promote language learning over product.
- Tasks are activities with a focus on meaning, resembling real-life language use.
- Tasks provide opportunities for input, output, and motivation to refine language skills.
- The TBLT approach focuses on real-world and pedagogical tasks rather than language structures.
task-based instruction
Uploaded by Ferdinand Bulusan, Master of Arts in Language Education student at Cagayan State University, Andrews Campus. This will help you better understand Task-Based Instruction. If you need more elucidations of the topic, you can contact me via email: fgbulusan_gmail@yahoo.com or pm me via my facebook account. I can likewise be invited to lecture on variegated language topics and issues. Thanks --FERDZ
Fundamentals of Task-Based Language Teaching (TBLT)
10 fundamental components of task-based language teaching (TBLT). For teachers who would like to implement a task-based curriculum.
Task based learning
Task-based learning focuses classroom activities around tasks that require students to use language to complete. Students work together on meaningful activities that reflect real-life situations like games, problem-solving, or sharing information. For each task, teachers introduce the topic, provide instructions, and guide students through planning, completing, and reviewing their work with a focus on language development.
task-based language teaching
Task-based language teaching (TBLT) is an approach that focuses on using tasks as the core unit of planning and instruction. It was developed by N. Prabhu in the 1980s who believed students learn more effectively when focused on tasks rather than language. In TBLT, students complete meaningful tasks like ordering food or solving problems using the target language. The key principles are that meaningful communication and using language for real-world tasks promotes learning. A task is an activity requiring students to use language to achieve an outcome. TBLT emphasizes using tasks to provide opportunities for meaningful language practice and production.
Task based instruction method
This document outlines the theory and techniques of task-based language instruction. It discusses the roles of the teacher and students, types of tasks, task cycles, modes of interaction, language areas addressed, error correction approaches, advantages and disadvantages. The key aspects are that tasks provide opportunities for meaningful communication and language use, the teacher facilitates while students actively work together to complete tasks using their linguistic resources.
TPR
TBL, or task-based language learning, is a method of language instruction where students use authentic materials relevant to their needs to complete meaningful tasks with real-world contexts and outcomes. The teacher selects and sequences tasks, prepares learners through pre-task activities that raise awareness of language forms, and allows students to immediately use the target language through task completion.
Elt, Eclectic& Enlightened approach, Communicative approach
The document discusses recent developments in English language teaching (ELT) methodology. It notes that there is no single best method for teaching a second language, and the focus has shifted to developing classroom activities that are informed by research on second language acquisition and that fit the dynamics of the classroom. These activities should aim to develop students' communicative competence, fluency with authentic language, understanding of language functions, and ability to use language productively in unrehearsed situations.
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Task based language learning
This document discusses the background and theory of task-based language teaching (TBLT). Some key points:
- TBLT uses meaningful tasks and social interaction to promote language learning over product.
- Tasks are activities with a focus on meaning, resembling real-life language use.
- Tasks provide opportunities for input, output, and motivation to refine language skills.
- The TBLT approach focuses on real-world and pedagogical tasks rather than language structures.
task-based instruction
Uploaded by Ferdinand Bulusan, Master of Arts in Language Education student at Cagayan State University, Andrews Campus. This will help you better understand Task-Based Instruction. If you need more elucidations of the topic, you can contact me via email: fgbulusan_gmail@yahoo.com or pm me via my facebook account. I can likewise be invited to lecture on variegated language topics and issues. Thanks --FERDZ
Fundamentals of Task-Based Language Teaching (TBLT)
10 fundamental components of task-based language teaching (TBLT). For teachers who would like to implement a task-based curriculum.
Task based learning
Task-based learning focuses classroom activities around tasks that require students to use language to complete. Students work together on meaningful activities that reflect real-life situations like games, problem-solving, or sharing information. For each task, teachers introduce the topic, provide instructions, and guide students through planning, completing, and reviewing their work with a focus on language development.
task-based language teaching
Task-based language teaching (TBLT) is an approach that focuses on using tasks as the core unit of planning and instruction. It was developed by N. Prabhu in the 1980s who believed students learn more effectively when focused on tasks rather than language. In TBLT, students complete meaningful tasks like ordering food or solving problems using the target language. The key principles are that meaningful communication and using language for real-world tasks promotes learning. A task is an activity requiring students to use language to achieve an outcome. TBLT emphasizes using tasks to provide opportunities for meaningful language practice and production.
Task based instruction method
This document outlines the theory and techniques of task-based language instruction. It discusses the roles of the teacher and students, types of tasks, task cycles, modes of interaction, language areas addressed, error correction approaches, advantages and disadvantages. The key aspects are that tasks provide opportunities for meaningful communication and language use, the teacher facilitates while students actively work together to complete tasks using their linguistic resources.
TPR
TBL, or task-based language learning, is a method of language instruction where students use authentic materials relevant to their needs to complete meaningful tasks with real-world contexts and outcomes. The teacher selects and sequences tasks, prepares learners through pre-task activities that raise awareness of language forms, and allows students to immediately use the target language through task completion.
Elt, Eclectic& Enlightened approach, Communicative approach
The document discusses recent developments in English language teaching (ELT) methodology. It notes that there is no single best method for teaching a second language, and the focus has shifted to developing classroom activities that are informed by research on second language acquisition and that fit the dynamics of the classroom. These activities should aim to develop students' communicative competence, fluency with authentic language, understanding of language functions, and ability to use language productively in unrehearsed situations.
Task Based Instruction by Aylin Aydın, Uludag University
Uludağ University English Language Teaching Department
AYLİN AYDIN ----- march, 2011
Bursa / TURKEY
Task- Based Language Teaching
This document discusses task-based language teaching and provides an example of a task-based lesson on job interviewing. It defines what a task is, including that it is an activity undertaken for a purpose, with a focus on communication. A task should require negotiation of meaning between students, have a clear goal, and facilitate language learning. An effective task engages students in social interaction and has them work towards a shared outcome or understanding. The example job interview lesson consists of several preparatory tasks to build students' interview skills and knowledge, culminating in a main task where students conduct mock interviews that provide authentic language practice.
Task based learning in the english classroom
The document summarizes the principles of task-based language teaching. It explains that task-based learning focuses on meaningful tasks rather than language forms. Students work to complete real-world tasks using the target language, and language instruction focuses on forms that emerge from task completion. The document compares task-based learning to the presentation-practice-production model, and provides examples of tasks and ways to implement task-based principles in the classroom, such as making instructions more precise and adding post-task reports.
Task based ppt
This document discusses key concepts in task-based language teaching. It outlines that the focus is on meaningful communication through purposeful activities and tasks. Learners interact and use language to complete tasks, which can be real-world or pedagogical. Tasks increase in difficulty and build on learners' previous experience. Vocabulary and structures are used as tools to communicate. The document also provides examples of tasks and roles for learners and teachers.
Task based learning
TBL is an approach developed by N Prabhu that focuses on using language through real-life tasks rather than focusing on language itself. In TBL, students work in groups to complete tasks like role plays, presentations, and problem-solving activities. The tasks are designed to encourage students to communicate and use language without being constrained to a particular vocabulary or structure. Teachers introduce topics and monitor students as they plan and complete tasks, with opportunities for self- and peer-evaluation along the way.
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Here is my presentation of Course No. 12 – A: English Language Teaching – 1 (ELT). My topic is based on difference between Task And Exercise.
Tbi
Task-based instruction is an approach created by Prabhu and Nunan in the 1980s to help learners acquire a second language for communication purposes. It involves completing tasks like warm-ups, pre-tasks, and language analysis activities, with the teacher acting as a facilitator by selecting and adapting tasks and monitoring students. Grammar is taught during the language analysis stage by identifying, analyzing, and correcting errors. Learners take responsibility for their own learning through active participation, self-monitoring, and reflective self-evaluation.
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This document defines a learning-centered syllabus and provides guidance on how to develop one. A learning-centered syllabus focuses on making the content relevant to students, clearly defining the roles of both students and teachers, and tying together the course objectives, teaching/learning activities, and assessments. It indicates the quality of teaching and learning, connects instructor goals with student expectations, and can be used for teacher evaluation. The document provides examples of how to incorporate language addressing relevancy, roles, and the relationship between the three elements into a syllabus.
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This document provides an overview of three language teaching methods: competency-based language teaching, the natural approach, and cooperative language learning. Competency-based language teaching focuses on developing specific skills needed for life tasks through modularized instruction and ongoing assessment. The natural approach emphasizes comprehensible input, stress on vocabulary, and creating a relaxed environment where speech emerges naturally. Cooperative language learning involves group work, learner autonomy, and developing skills through structured social interaction and cooperation rather than competition.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
TBL
Task-based learning involves completing tasks to encourage language use and development. There are four main stages: pre-task, task cycle, language focus, and report. The pre-task introduces the topic and activates prior knowledge. During the task cycle, students complete the task in groups or pairs while the teacher monitors. They then plan and present their work. Finally, language points are explicitly addressed. This framework can be adapted for young learners by shortening stages and focusing initially on vocabulary and phrases.
Task based language learning
Task-Based Language Teaching (TBLT) is an approach that provides students opportunities to communicate through completing tasks using language. Tasks involve setting a goal, such as making tea or writing an essay, and using language to achieve that goal. There are four phases to TBLT: pre-task introduction, task cycle of completing the task and planning/reporting, language focus of analyzing and practicing new vocabulary and structures, and post-task follow up with similar tasks.
Task-based Language Teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
Task based instruction
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
The Communicative Approach
The document discusses the communicative language teaching (CLT) approach. It emphasizes that the goal of CLT is developing students' communicative competence through meaningful communication. It describes four areas of competence: linguistic, sociolinguistic, discourse, and strategic. The principles of CLT are that students learn through communication, authentic activities should be the goal, fluency is important, and learning involves trial and error. The teacher facilitates communication and acts as a guide, while students are responsible for their own learning. Lessons should incorporate activities that focus on both accuracy and fluency, such as information gap tasks.
The Task-based Teaching
The document discusses task-based language teaching (TBLT) and the use of authentic materials and tasks in language instruction. It describes TBLT as an approach that engages learners in performing meaningful tasks using the target language. Key aspects of TBLT include designing communicative tasks linked to curriculum goals and focusing on both language acquisition and proceduralization. Authentic materials can contextualize learning and include cultural objects, videos, simulations of real-world scenarios. Effective tasks reflect real-life situations and prioritize meaning over form.
Tbi (1)
This document discusses task-based language learning (TBL-TBI). It defines key characteristics of a task as something learners do using existing language resources to achieve a meaningful goal, which may involve communication between learners. There are two types of tasks: pedagogical and real-world. The document contrasts TBL with the presentation-practice-production (PPP) model, noting that TBL rejects PPP because research shows language is better learned through meaningful interaction, not controlled practice. TBL focuses on using tasks to create interaction and build language skills around task performance.
Engaging student in active learning
Here are some web tools that can be used to promote active learning:
- Discussion forums/boards - Allow students to discuss and debate topics, ask questions of each other.
- Wikis - Students can collaboratively create and edit content on a topic. Encourages participation and knowledge building.
- Blogs - Students can reflect on their learning by writing blog posts. Others can comment and continue the discussion.
- Google Docs/Slides - Real-time collaboration on documents and presentations fosters interaction and group work.
- Padlet - A virtual bulletin board where students can post responses, resources, ask questions in a low-stakes format.
- Kahoot! - Eng
Competency-based language teaching
Here are the answers to the evaluation questions:
1. CBLT is an application of the principles of Competency-Based Education (CBE) movement.
2. CBLT emerged from the work of Schenck (1978) and Auerbach (1986).
3. Schenck (1978)
4. Auerbach (1986)
5. One learning activity for CBLT is job application.
6-10. CBLT is important for language students as it prepares them for real world tasks through a focus on life skills and successful functioning in society. By developing specific, measurable competencies, CBLT allows students to master practical language abilities incrementally for tasks like job applications and
Cooperative language learning
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
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Task Based Instruction by Aylin Aydın, Uludag University
Uludağ University English Language Teaching Department
AYLİN AYDIN ----- march, 2011
Bursa / TURKEY
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This document discusses task-based language teaching and provides an example of a task-based lesson on job interviewing. It defines what a task is, including that it is an activity undertaken for a purpose, with a focus on communication. A task should require negotiation of meaning between students, have a clear goal, and facilitate language learning. An effective task engages students in social interaction and has them work towards a shared outcome or understanding. The example job interview lesson consists of several preparatory tasks to build students' interview skills and knowledge, culminating in a main task where students conduct mock interviews that provide authentic language practice.
Task based learning in the english classroom
The document summarizes the principles of task-based language teaching. It explains that task-based learning focuses on meaningful tasks rather than language forms. Students work to complete real-world tasks using the target language, and language instruction focuses on forms that emerge from task completion. The document compares task-based learning to the presentation-practice-production model, and provides examples of tasks and ways to implement task-based principles in the classroom, such as making instructions more precise and adding post-task reports.
Task based ppt
This document discusses key concepts in task-based language teaching. It outlines that the focus is on meaningful communication through purposeful activities and tasks. Learners interact and use language to complete tasks, which can be real-world or pedagogical. Tasks increase in difficulty and build on learners' previous experience. Vocabulary and structures are used as tools to communicate. The document also provides examples of tasks and roles for learners and teachers.
Task based learning
TBL is an approach developed by N Prabhu that focuses on using language through real-life tasks rather than focusing on language itself. In TBL, students work in groups to complete tasks like role plays, presentations, and problem-solving activities. The tasks are designed to encourage students to communicate and use language without being constrained to a particular vocabulary or structure. Teachers introduce topics and monitor students as they plan and complete tasks, with opportunities for self- and peer-evaluation along the way.
What is the difference between Task And Exercise ?
Here is my presentation of Course No. 12 – A: English Language Teaching – 1 (ELT). My topic is based on difference between Task And Exercise.
Tbi
Task-based instruction is an approach created by Prabhu and Nunan in the 1980s to help learners acquire a second language for communication purposes. It involves completing tasks like warm-ups, pre-tasks, and language analysis activities, with the teacher acting as a facilitator by selecting and adapting tasks and monitoring students. Grammar is taught during the language analysis stage by identifying, analyzing, and correcting errors. Learners take responsibility for their own learning through active participation, self-monitoring, and reflective self-evaluation.
Learning centered-hasler-waters
This document defines a learning-centered syllabus and provides guidance on how to develop one. A learning-centered syllabus focuses on making the content relevant to students, clearly defining the roles of both students and teachers, and tying together the course objectives, teaching/learning activities, and assessments. It indicates the quality of teaching and learning, connects instructor goals with student expectations, and can be used for teacher evaluation. The document provides examples of how to incorporate language addressing relevancy, roles, and the relationship between the three elements into a syllabus.
Critical Overview of Language Teaching Methods: Competency-Based Language Tea...
This document provides an overview of three language teaching methods: competency-based language teaching, the natural approach, and cooperative language learning. Competency-based language teaching focuses on developing specific skills needed for life tasks through modularized instruction and ongoing assessment. The natural approach emphasizes comprehensible input, stress on vocabulary, and creating a relaxed environment where speech emerges naturally. Cooperative language learning involves group work, learner autonomy, and developing skills through structured social interaction and cooperation rather than competition.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
TBL
Task-based learning involves completing tasks to encourage language use and development. There are four main stages: pre-task, task cycle, language focus, and report. The pre-task introduces the topic and activates prior knowledge. During the task cycle, students complete the task in groups or pairs while the teacher monitors. They then plan and present their work. Finally, language points are explicitly addressed. This framework can be adapted for young learners by shortening stages and focusing initially on vocabulary and phrases.
Task based language learning
Task-Based Language Teaching (TBLT) is an approach that provides students opportunities to communicate through completing tasks using language. Tasks involve setting a goal, such as making tea or writing an essay, and using language to achieve that goal. There are four phases to TBLT: pre-task introduction, task cycle of completing the task and planning/reporting, language focus of analyzing and practicing new vocabulary and structures, and post-task follow up with similar tasks.
Task-based Language Teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
Task based instruction
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
The Communicative Approach
The document discusses the communicative language teaching (CLT) approach. It emphasizes that the goal of CLT is developing students' communicative competence through meaningful communication. It describes four areas of competence: linguistic, sociolinguistic, discourse, and strategic. The principles of CLT are that students learn through communication, authentic activities should be the goal, fluency is important, and learning involves trial and error. The teacher facilitates communication and acts as a guide, while students are responsible for their own learning. Lessons should incorporate activities that focus on both accuracy and fluency, such as information gap tasks.
The Task-based Teaching
The document discusses task-based language teaching (TBLT) and the use of authentic materials and tasks in language instruction. It describes TBLT as an approach that engages learners in performing meaningful tasks using the target language. Key aspects of TBLT include designing communicative tasks linked to curriculum goals and focusing on both language acquisition and proceduralization. Authentic materials can contextualize learning and include cultural objects, videos, simulations of real-world scenarios. Effective tasks reflect real-life situations and prioritize meaning over form.
Tbi (1)
This document discusses task-based language learning (TBL-TBI). It defines key characteristics of a task as something learners do using existing language resources to achieve a meaningful goal, which may involve communication between learners. There are two types of tasks: pedagogical and real-world. The document contrasts TBL with the presentation-practice-production (PPP) model, noting that TBL rejects PPP because research shows language is better learned through meaningful interaction, not controlled practice. TBL focuses on using tasks to create interaction and build language skills around task performance.
Engaging student in active learning
Here are some web tools that can be used to promote active learning:
- Discussion forums/boards - Allow students to discuss and debate topics, ask questions of each other.
- Wikis - Students can collaboratively create and edit content on a topic. Encourages participation and knowledge building.
- Blogs - Students can reflect on their learning by writing blog posts. Others can comment and continue the discussion.
- Google Docs/Slides - Real-time collaboration on documents and presentations fosters interaction and group work.
- Padlet - A virtual bulletin board where students can post responses, resources, ask questions in a low-stakes format.
- Kahoot! - Eng
Competency-based language teaching
Here are the answers to the evaluation questions:
1. CBLT is an application of the principles of Competency-Based Education (CBE) movement.
2. CBLT emerged from the work of Schenck (1978) and Auerbach (1986).
3. Schenck (1978)
4. Auerbach (1986)
5. One learning activity for CBLT is job application.
6-10. CBLT is important for language students as it prepares them for real world tasks through a focus on life skills and successful functioning in society. By developing specific, measurable competencies, CBLT allows students to master practical language abilities incrementally for tasks like job applications and
Cooperative language learning
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
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Task Based Instruction by Aylin Aydın, Uludag University
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What is the difference between Task And Exercise ?
What is the difference between Task And Exercise ?
Critical Overview of Language Teaching Methods: Competency-Based Language Tea...
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This document discusses teaching vocabulary to advanced students using a lexical approach. It emphasizes the importance of teaching vocabulary not just as isolated words but as chunks of language like idioms, collocations, and multi-word verbs. When teaching new vocabulary, teachers should consider aspects like boundaries between conceptual meanings, polysemy, pronunciation, and how students' memory and learning styles can be leveraged. Authentic materials from real contexts that contain partly understood language can facilitate acquisition. Group work allows students to exchange knowledge and clarify unknown items.
Learning centered-hasler-waters
This document discusses the importance of using a learning centered syllabus that defines the roles of students and teachers, and establishes the relevancy of course material. It recommends that a learning centered syllabus should: 1) make clear connections between instructor goals and student expectations; 2) indicate the quality of teaching and learning; and 3) be used as a tool for teacher evaluation. A learning centered syllabus achieves this by tying together the course objectives, teaching/learning activities, and assessments using the three R's of relevancy, roles, and relationship. An example syllabus overview is provided to demonstrate how this framework can be applied.
PGCAP cohort 2 week2 designing session and programmes
This document outlines an educational session on designing engaging curriculum. The session discusses evaluating one's own design process, exploring student-centered active learning approaches, and technology-enhanced curriculum design. Participants are guided through planning a session by considering learners, outcomes, structure, methods, and assessment. The session promotes designing curriculum that is inclusive, collaborative, and values student learning through a variety of approaches and technologies.
E. s. l. methods
Cooperative language learning (CLL) and content-based instruction (CBI) are approaches to second language teaching that focus on group work and learning content through the target language. CLL uses pair and small group activities to promote natural language acquisition, while CBI integrates language skills and content learning. Both aim to create a communicative environment where students work cooperatively to build language proficiency and content knowledge.
Literate environment analysis presentation
This document discusses strategies for selecting texts and designing literacy lessons that engage students. It emphasizes getting to know students through assessments in order to match them with texts they will connect with. The literary matrix is presented as a tool to ensure a balanced selection of narrative, informational, poetic and other texts. Literacy lessons should incorporate strategic processing and interactive, critical, and responsive perspectives to teach students to independently navigate texts and think critically about what they read. Examples are provided for lessons applying these perspectives, such as a lesson focusing on sight words.
Teaching writing fv
The document discusses the history and approaches to teaching writing. It covers:
1) The evolution of writing pedagogy from an emphasis on accuracy and form in the 1950s-60s to a focus on meaning, fluency, and authentic contexts in the 1970s-80s.
2) Common approaches to student writing including process-based writing, focusing on the writing habit, and product-based writing.
3) Tips for teachers to help students overcome challenges like lack of ideas or confidence, including engaging tasks and cooperative activities.
4) The role of the teacher in demonstrating writing forms, providing resources and feedback, and connecting reading to writing.
Writing
The document discusses various aspects of the writing process including the stages of writing (prewriting, drafting, revising, editing, and publishing), levels of support a teacher can provide, approaches to writing instruction (writing workshop and thematic), strategies writers use, skills writers need, strategies for informal writing, and common writing genres.
Shared writing
Shared writing is an instructional approach where the teacher writes with students to demonstrate the writing process. The teacher acts as scribe while students contribute ideas. It involves establishing a purpose, brainstorming ideas, choosing a topic, elaborating on it, modeling writing, revising together, and celebrating the final piece. Shared writing is important because it reinforces reading and writing skills, encourages examination of texts, and builds student confidence and motivation. An example is provided of a teacher working one-on-one with a student to write a poem about being a tree. Shared writing can be used with individuals, groups, or a whole class and at school or home. The ultimate goal is independent writing.
Task-based Syllabus
This document discusses the use of tasks as a unit of analysis in language teaching material development. It defines tasks according to various scholars and outlines different types of tasks. Key points include:
- Tasks focus on meaning over form, engage cognitive processes, and have a communicative goal.
- Analyzing language use required to complete real-world tasks can provide insights into target discourse.
- Task-based syllabuses are compatible with SLA theories and involve using language for meaningful communication.
- Interaction during tasks allows for negotiation of meaning, which is important for acquisition. Tasks provide opportunities for both input and output processing.
Balancedliteracy
The document discusses balanced literacy instruction for middle schools. It summarizes the components of phonics instruction, whole language instruction, and balanced literacy. Balanced literacy combines phonics instruction, whole language approaches, and elements of reading and writing instruction. It includes reading aloud, shared reading, guided reading, mini-lessons, and reading workshop. The writing portion includes shared writing, interactive writing, guided writing, and independent writing. Skills like comprehension, fluency, vocabulary, and the writing process are embedded throughout balanced literacy instruction.
Task based teaching
The document discusses task-based language teaching (TBLT). It defines tasks as activities that involve using the target language for a communicative purpose to achieve an outcome. Key aspects of TBLT include focusing on meaning over form, using authentic materials, and linking classroom learning to real-world language use. TBLT follows a cycle of pre-task, task, and post-task phases and provides examples of different task types and the roles of teachers and students.
Introduction to Teaching of composition
This document outlines the definition, aims, principles, and types of teaching composition. Composition is defined as the expression of a child's thoughts, ideas, and feelings through writing. The aims of teaching composition are to use appropriate language, recall vocabulary, enable punctuation use, and develop communicative competence. Principles of teaching composition include selecting meaningful topics at the appropriate level, relating topics to students' lives, practicing orally before writing, and addressing difficulties. Types of composition include oral, guided, free, written guided, and free writing.
Research Students Teaching
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
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- 1. (Not Just) Structured English Immersion J. Anne Jermain Hagstrom
- 2. Images connect, but Experiences create Meaning: • Take an idea and make it Visible • Take a picture and make it Physical • Take motion and make it Interactive Now students have a picture, a motion, and a memory of interaction associated with what was, once, an abstract concept. They have USED it, and made it THEIRS.
- 3. Effective teachers give students: Time to Think 3 seconds and Space to Act Creating meaning Replace some talking with time – when questions are asked, give students 3 seconds to think about an answer. Replace solitary desk work with activities that include motion and interaction, so students can make the lesson concrete.
- 4. Content objectives Written Spoken Assessed Language objectives Written Spoken Assessed Objectives are the blueprint of a lesson. Teachers use them to direct learning and measure progress. Students use them to shape and place blocks of learning. During construction of knowledge, referring to the blueprints frequently can ensure the successful completion of meaning. Scaffolding helps all students reach the full height of knowledge.
- 5. Society values cotton because it is uniform, because it can be bleached to bright white or colored in rich hues, and because it is soft and absorptive. Students are not cotton. Society values very different things in its students. Students should be individuals, thinking ‘outside the box.’ They should have unique insights and opinions. They should question and reason independently. Teaching these Individuals means teaching Diversity - Diverse Cultures.
- 6. Teaching community means providing a structured community – helping students experience community in a structure – so they can feel for themselves its value. Students learn to respect each other when they experience the value of others’ ideas Students learn to cooperate with each other when they experience the strength of their collaboration Students learn to value themselves as members of the community when they experience their impact on others in the community