Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The French Revolution Class 9 Study Material pdf free download
Approaches To Course Design
1. A P P R O A C H E S T O C O U R S E D E S I G N
2. WHAT IS A “COURSE DESIGN”? It is the process by which the raw data about a learning need is interpreted to produce an integrated series of teaching-learning experiences . WHAT IS ITS AIM? To lead the learners to a particular state of knowledge. This entails the use of the theoretical and empirical information available to produce a syllabus, to develop a methodology for teaching those materials and to establish evaluation procedures by which progress towards the specified goals will be measured. What learners need and want may conflict. We must remember that there are external constraints (classroom facilities/ time) that will restrict what is possible. We also have to take into account our own theoretical views and experiences of the classroom . There are many different approaches to ESP course design .
3. 1. LG-CENTRED COURSE DESIGN It is the simplest and more familiar kind to English teachers (Ts). It aims to draw as direct a connection as possible between the analysis of the target situation and the content of the ESP course. It proceeds as follows:
4. However, it has a number of weaknesses: 1. It starts from the learner and their needs . It might be considered a learner-centred approach. The learner is simply used as a means of identifying the target situation. 2. It is a static and inflexible procedure, which can take little account of the conflicts and contradictions that are inherent in any human endeavour. 3. It appears to be systematic . 4. It gives no acknowledgement to factors which must inevitably play a part in the creation of any course. Data is not important in itself . 5. The lg-centred analysis of target situation data is only at the surface level . It reveals very little about the competence that underlies the performance. This course design fails to recognise the fact that, learners being people, learning is not a straightforward, logical process. A lg-centred approach says: ‘ This is the nature of the target situation performance and that will determine the ESP course.’
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7. A skills-centred approach says: ‘we must look behind the target performance data to discover what processes enable sb to perform. Those processes will determine the ESP course.’ Identify target situation Theoretical views of lg Theoretical views of learning Analyse skills/ strategies required to cope in target situation Select texts and write exercises to focus on skills/ strategies in syllabus Write syllabus Establish evaluation procedures which require the use of skills / strategies in syllabus
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9. A learning-centred approach says: ‘we must look beyond the competence that enables sb to perform, because what we really want to discover is not the competence itself, but how sb acquires that competence.’ Identify target situation Analyse target situation Analyse learning situation Write syllabus Write materials Teach materials Evaluate learner achievements A lg- centred approach considers the learner to here. A skills- centred approach considers the learner to here. A learning- centred approach must consider the learner at every stage
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11. The learning-centred course design process is shown in this diagram: Identify learners Theoretical views of learning Analyse learning situation Analyse target situation Theoretical view of lg Identify attitudes/ wants/ potential of learners dentify needs/ potential/ constraints of learning/ teaching situation Identify skills and knowledge needed to function in the target situation Write syllabus/ materials to exploit the potential of the learning situation in the acquisition of the skills and knowledge required by the target situation. Evaluation Evaluation