The document provides guidelines for formatting and presenting language learning materials based on the environment and needs. It discusses factors to consider for learners, teachers, and the physical situation. It also outlines principles for effective language learning, including maintaining motivation, balancing different activity types, providing comprehensible input and opportunities for output and fluency development. Specific examples are given for different activity types like meaning-focused input/output and language-focused learning. Blocks and threads as organizational structures are also described.
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.
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 article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
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 syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
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 syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Platform Techniques for Preformulation Development for Non-Antibody ProductsKBI Biopharma
A presentation from the IBC Non-Antibody Protein Therapeutics Development and Production Conference by KBI's Tim Kelly, Ph.D., Vice President, Biopharmaceutical Development.
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
Needs Analysis
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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
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.
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.
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.
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.
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.
2. Based on Environment
Learners
The layout of the content should attract the learners.
The learners should have the skills to do the activities.
The activities should take account of whether the learners share the same
first language.
The activities should be suitable for a range of levels of proficiency in a class.
The activities should suit the size of the class.
The activities should fit the learning styles of the learners.
3. Based on Environment
Teachers
The activities should be able to be presented and managed by the teacher [e.g.
the teacher should be able to organize group work].
Situation
The course book should be easy to carry.
The material in the course or the course book should not be too expensive.
The amount of material in a lesson should suit the length of a class.
The activities should suit the physical features of the classroom [e.g. move
desks for group work; sound proof for oral work].
4. Based on Needs
Lacks
The learners should be able to successfully complete the activities.
Wants
The activities should take account of what the learners expect to do in a
language learning course.
Necessities
The kinds of activities should be useful to the learners in their future use or
future learning of the language [e.g. knowing how to rank; knowing how to
negotiate].
5. Principles
Motivation: As much as possible, the learners should be interested and excited
about learning the language and they should come to value this learning.
Four strands: A course should include a roughly even balance of meaning-
focused input, language-focused learning, meaning-focused output and
fluency activities.
Comprehensible input: There should be substantial quantities of interesting
comprehensible receptive activity in both listening and reading.
Fluency: A language course should provide activities aimed at increasing the
fluency with which learners can use the language they already know, both
receptively and productively.
6. Principles
Output: The learners should be pushed to produce the language in both
speaking and writing over a range of discourse types.
Deliberate learning: The course should include language-focused learning on
the sound system, spelling, vocabulary, grammar and discourse areas.
Time on task: As much time as possible should be spent using and focusing on
the second language.
Depth of processing: Learners should process the items to be learned as deeply
and as thoughtfully as possible.
7. Principles
Integrative motivation: A course should be presented so that the learners have
the most favourable attitudes to the language, to users of the language, to the
teacher’s skill in teaching the language, and to their chance of success in learning
the language.
Learning style: There should be opportunity for learners to work with the
learning material in ways that most suit their individual learning style.
8. Meaning-focused input
Meaning-focused input involves having the opportunity to learn from listening
and speaking.
low density of unfamiliar language features.
focus on the meaning of the message, and a large quantity of input.
Ex: Reading while listening to what is being read.
9. Meaning-focused output
Meaning-focused output involves learning through speaking and writing.
A well-balanced language course spends about one quarter of the course time
on meaning-focused speaking and writing.
If a language course has the goal of developing skill in writing, then there
needs to be regular meaning-focused writing.
If the language course has the goal of developing skill in speaking, then there
needs to be regular meaning-focused speaking.
10. Language-focused learning
Language-focused learning involves a deliberate focus on language features
such as pronunciation, spelling, word parts, vocabulary, collocations, grammatical
constructions and discourse features.
Activities which could occur in the language-focused learning strand of course –
intensive reading, pronunciation practice, guided writing, spelling practice, blank-
filling activities, sentence completion or sentence combining activities, getting
feedback on written work, correction during speaking activities, learning
vocabulary from word cards, memorising collocations, dictation and the explicit
study of discourse features.
11. Fluency development
Fluency involves making the best use of what is already known.
(1) easy, familiar material,
(2) a focus on communicating messages,
(3) some pressure to perform at a faster speed,
(4) plenty of opportunities for fluency practice.
13. 1. Meeting the stimulus
it can be more productive at other times not to display all the material immediately. If the
stimulus is a picture, allow a brief glimpse.
2. Analysis
The analysis stage involves studying the stimulus to see what is in it once it has been
totally revealed or pieced together.
3. Personalisation
Linking between the students and the stimulus. In this stage, students can write or speak
about how the stimulus is similar to or different from them, what the stimulus reminds
them of, if they have ever ..., what they would do if …, etc.
14. 4. Alteration and transfer
the alteration and transfer stage encourages them to work with the material flexibly,
thus improving thinking and language skills.
Options here are making new things from the stimulus, reducing or expanding it,
thinking of parallels, opposites or reversals.
5. Creation
In the creation stage the students move on from the stimulus, using it as a
springboard to new skills or new products. Example activities are role plays or letter
writing activities connected with the stimulus
15. Threads
This series of activities is designed to work on literal and metaphorical uses of basic vocabulary.
The ‘animal’ can be a cat, fish, bird, horse, snake or frog. The first day, one animal is introduced with its
basic vocabulary, e.g. a cat: whiskers, paws, claws, tail. When the thread is revisited in the next class
these words are reviewed and new ones added, e.g. tabby, tom, kitten. Your choices each time you
revisit the animal in subsequent classes are to
review nouns already learned
add verbs (hiss, scratch, purr), add adjectives (furry, soft, playful), add strengths and weaknesses (good
hunter, kills things, sleeps a lot), add metaphors (cat’s eyes in the middle of the road, a catty remark, to
claw back money in taxes)
introduce new ‘animals’ such as birds and snails, discuss the similarities in what they have (feathers
versus slimy scaly skin) and where they live (nest, garden)
ask students to tell you about individual animals of one type that they have known
16. Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Tessa Woodward. 2001. Planning Lessons and Courses. Cambridge: Cambridge
University Press.