Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
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.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
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.
This lesson plan is related to the power point presentation that i have uploaded before. So, it may help you in preparing a lesson of adjectives for grade two.
Lesson Plan Example7th Grade Language ArtsWriting that Pops l.docxSHIVA101531
Lesson Plan Example:
7th Grade Language Arts
Writing that Pops like a Jack-in-the-Box
Lesson Plan Element
Process Description
Objective
TN Language Art Standard: Use strong verbs
and figurative language (e.g., metaphors, similes) for emphasis or creative effect as appropriate to the purpose.
Objective: Students will incorporate metaphors and/or similes into essays to strategically grab the
reader’s attention.
Anticipatory Set
(Introduction)
Use the poem, Hot Fudge Sunday, to review similes and metaphors. Students will identify the similes and metaphors and explain the differences.
Hot Fudge Sunday by Donna Phillips Cold crisp air, like a burst of peppermint, Whisks across my face and colors my cheeks. The sun is a lazy turtle,
Creeping to the edge of the horizon. The ice on the bare tree branches
Reflects the first shred of shivering light. Later in the day the sunny rays will melt the frost,
Like hot fudge melts the ice cream it tops.
I am a sponge soaking in all the glory of the day.
Sequence of Instruction
After the poem introduction, students will use
metaphors and similes to spice up the short stories they have completed. Give students 20-
30 minutes to add metaphors or similes to their stories.
Divide students into small groups where they will share how they integrated similes and/or metaphors into their work. Students should give each other feedback on their work by answering the following questions:
1. Were the similes/metaphors used correctly?
2. Did the similes/metaphors create more
interest?
3. How might the similes/metaphors be improved?
HW: Students will edit their short stories, deciding where and how the new ideas for similes and metaphors should be incorporated. Students should add a minimum of 2 similes/metaphors to their essays
Differentiated Instruction
For students who need more practice in
identifying and
Creating similes and metaphors, provide a list of similes and metaphors. Students will re-write the metaphors as similes and re- write the similes as metaphors.
Example:
Simile- Like a wolf prowling for his next kill, Andy opened the refrigerator door to look for food.
Changed to a Metaphor- Andy was a wolf on the prowl as he opened the refrigerator door to look for food.
Similes
James pushed his way through the crowd like a bulldog to reach the subway on time. The singing that wafted out of the auditorium was warm like honey on toast. Metaphors
The baseball was a speeding arrow soaring to land beyond the outfield fence.
Jenny’s heart was a cold stone, unfeeling and impenetrable.
Technology Integration
Write here 250 words
Materials
Hot Fudge Sunday poem, simile and metaphor
examples, student short stories
Assessment
Use of metaphors and similes will be assessed
with the Short Story Rubric
...
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Overview on Edible Vaccine: Pros & Cons with Mechanism
CLT lesson plan
1. I. LEARNING OBJECTIVES:
At the end of the lesson, 95% of the students shall be able to:
1. Define adjectives.
2. Determine the functions and uses of adjectives in the sentence.
3. Identify adjectives in the sentence.
4. Describe persons, places, things using adjectives.
5. List down describing words while listening to a story.
6. Construct sentences using describing words.
II. LEARNING CONTENT:
Topic: Adjectives
Materials: marker, Manila paper, copy of the story, scotch tape.
Reference: Ladera, Helen Ponce de Leon (2013) Proficiency in English 8
III. LEARNING EXPERIENCES
A. MOTIVATION:
The teacher will group the students into three groups. The teacher will give
pictures to each group and they will discuss it to the class what they can say about the
picture given.
B.Input Phase:
After the task given in the motivation, the following questions will be asked.
1. What do you think are the functions of the words you have discussed?
2. What part of speech do they belong?
C. Working phase:
In five minutes, each student will do the activity. They are going to underline the
describing words and encircle the word/s being described. Activity will be posted
in the board. Checking will be done after the given time.
D. Application:
2. Group game: using the letters of the alphabet, they will think of adjectives
which can describe person, place or things. Five minutes is the time given to each
group. A group who can finish within the time given wins.
Example: Beautiful girl, big daddy
E. Assessment:
The teacher will post story in titled “Sad Little Houses”. The students will list
down 5 descriptive words and they will make sentences using those words they have
listed.
IV. Assignment:
Write an essay of a two paragraph about “Sad Love Story”. Outputs will be
passed the next meeting.
3. Sad Little Houses
Amparo R. Asuncion
The sad little houses, the poor little houses
Crowded by the riverside.
The holesin their roofs, the cracks in their walls
Vainly they try to hide.
The stench of the river, the dark, muddy river
Is with them night and day,
Pure, fresh air may be had for the moving
But they can’t move away.
They can only stand by the bank of the river
Buried knee-deepin clay.
They can only stare at the drifting garbage
Until they, too decay.
And, pass away into ghosts of houses
Killedby burning sun,
Smothered with dust and then forgotten-
Forgotten by everyone.