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Approaches
- 1.
- 2. Text-based approach for presentation What do I know About this topic? Activating prior knowledge
- 3. Guided discovery Enquiry approach approach:
- 4. Student- Task-based centred Approach Tasks Genre- based approach
- 5. Brandes & Ginnis (1986:12) ◦ “with student-centred learning, students are responsible for planning the curriculum or at least they participate in the choosing…the individual is 100% responsible for his own behaviour, participation and learning” SCL also known as ◦ flexible learning ◦ independent learning ◦ open/distance learning ◦ participative learning ◦ self-managed learning 5
- 6. Drivers for change ◦ diversity ◦ Need to think „outside in‟ as opposed to „inside out‟ 6
- 7. TRADITIONAL STUDENT-CENTRED Tutors seen as ‘fountains of all Tutor's seen as having ‘facilitator’ knowledge’ role Students adopt passive role Students adopt active role Tutor led Student led Student taught to set syllabus Negotiated curriculum Fixed semesters/terms Flexible study pattern Learning restricted to classroom Learning not restricted to classroom: time, pace, place Set classes each week Group learning via action learning Didactic Utilise range of teaching methods 7
- 9. The theoretical basisof TBLL: 1. Language is for communication 2. Language is for conveying interpersonal meaning 3. Language is for doing things with it 3. Language exists in contexts
- 10. The pedagogical principleof TBLL: Learning by doing Doing in learning Learning for doing Learning in interacting
- 11. The Features ofTBLL: 1. Learning a language by doing things with it 2. The situations should be as real as possible 3. Language activities should always be integrated with culture 4. Language activities should be for expressing ideas instead of parroting things 5. There should not be an identical answer to a question or identical outcome of an activity 6. Student-centered, not teacher-centered 7. Students are encouraged to use language creatively 8. Activities of different skills should be integrated
- 12. Exercises are mainlyfor: 1. Checking the command of language knowledge 2. Reviewing and consolidating language knowledge 3. Drilling on language forms 4. Working on separate words or sentences without a context 5. Working for separate language skills 6. Working in rather mechanical drills, such as filling blanks, matching, choosing the right answer, translating separate sentences, checking answers, locating the right sound, etc. 7. Arriving at one unified answer for the question
- 13. : 1. Arousing students‟interest 2. Doing things 3. Communicating ideas 4. Conveying information 5. Solving problems 6. Working in context 7. Involving more than one language knowledge or skill 8. Analyzing, discussing, negotiating 9. Working in pairs or groups 10. Allowing different end-products
- 14. Language learning tasks & Real Life (Real world) Tasks
- 15. The student him/herself His/Herfamily members and home His/Her teachers and classmates The school, the campus The community, the neighbourhood The city, its parks, museums, libraries, etc The country, its neighbouring countries The World, the nations, their histories, cultures The universe
- 16. 1. Decorating theclassroom with slogans in English 2. Writing simple captions for pictures for classroom decoration 3. Writing a notice to parents 4. Mock healthcare check & mock census 5. Mock food price survey; mock court trial 6. Write a report about a sport match 7. Make a shopping list for a class party 8. Prepare a wall newspaper for the class 9. Make a survey of mistakes in the city‟s English signage and prepare a report
- 17. 1. Act outa sketch in the textbook 2. Listen to a talk and write out what you agree and don‟t agree 3. Look at the pictures in the textbook and write captions 4. Teacher puts four hats on the table and have students say how they are different (style, color, size, for man or woman, for young or old, etc.) 5. Students look at pictures of two persons and say how they are similar or different
- 19. GENRES •Notices •Article •Song •Poem •Letter •Narrative •Report •Proposal •Discussion •Essay •Explanation •Recount •Persuasion •Process •Advertisements •Review •Argument •Diary •Autobiography/Biography •Instructions/procedure
- 20. CONTEXTUALIZING COMPARING MODELLING INDEPENDENT JOINT CONSTRUCTION CONSTRUCTION
- 21. Personalisation Thinking skills
- 22. Activating Guided prior discovery Text-based knowledge approach approach for presentation Student- Task-based centred Approach Tasks Genre- Enquiry Personalisation based approach: approach: Sts analyse Thinking texts to produce skills similar texts