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The document discusses the importance of assessing students' needs before teaching English as a foreign language. It explains that there are subjective needs, which refer to students' cognitive and affective factors, and objective needs, which can be determined through facts about students' language proficiency, difficulties, background, culture and abilities. Conducting a needs assessment involves understanding students' attitudes toward learning, the target language/culture, themselves as learners and their expectations. Assessing needs helps teachers address what students require to best facilitate their English language learning.
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The document also outlines different types of syllabuses, including structural, notional/functional, situational, skill-based, task-based, and content-based, explaining their defining characteristics and purposes.
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Presentation1
- 2. Why do you learn TEFL? After you know the entire types of approaches, method, syllabus, procedures, Should you be a teacher?
- 3. >> 0 >> 1 >> 2 >> 3 >> 4 >> Design TEFL into Linguistic Linguistic Applied Linguistic Theoretical Linguistic Descriptive Linguistic
- 5. Linguistic offers insights and ways forward in the resolution of problems related to language in a wide variety of contexts that underlies the very existence of the discipline usually called applied linguistics A.L try to offer solutions to ‘real-world problems in which language is a central issue’ (Brumfit 1991:46)
- 6. A framework of course: How do you know your students’ need? How can I asses them so that I can address them? NEEDS ASSESSMENT There are Subjective and Objective
- 7. • Subjective needs the cognitive and affective needs of the learner in the learning situation, derivable from information about affective and cognitive factors such as personality, confidence, attitudes, learners’ wants and expectations with regard to the learning of English and their individual cognitive style and learning strategies.” • Objective needs derivable from different kinds of factual information about learners, their use of language in real-life communication situations as well as their current language proficiency and language difficulties
- 8. Assesing Ob. Needs • Students background • Country • Culture • Students’ abilities • Students’s need Assesing Sub Needs • Students attitudes toward the learning • Toward the target lang. and cul • Towards themselves as learners • Towards their expectation • Towards the course
- 9. 1. 2. 3. 4. 5. 1. What is Approach? 2. How many approaches in Language teaching?
- 10. What is syllabus? How many syllabus do you know? How many Various types of approaches to syllabus design have employed different units?
- 11. Syllabus means to specify the content of the lessons used to move the learners toward the goals. Why are there approaches in Syllabus lang. teaching? Canale’s taxonomy of lang. and the components of communicative competence provide a way to describe various theories of lang that underlie lang teaching methods and affect syllabus design.
- 13. Improving students achievement in writing skill through mind mapping technique The improvement of students speaking skill by using scientific approach at ______. Using online short stories to Improve the reading comprehension ability on the eight…..