3. Problem-Solution
Problem-Solution is a type of paragraph writing or essay
that presents a problem and then offers a solution or
solutions to that problem.
The problem may be addressed in the following ways:
Effects only Describe the problem only in terms of its effects.
Use examples.
Causes and
effects
Outline the causes of the problem.
Discuss solutions in terms of preventive measures.
Extended
example
After a topic sentence, illustrate the problem by
using an extended example (through a story or an
anecdote from your introduction).
5. Philosophes
Thefollowingtransitionaldevicescanalsohelpyoudevelopyourtext.
Preventive
measures
Ways to prevent the problem from occurring in the first place
For example: How to prevent Covid-19
A series of
steps
Suggest the easiest and most obvious solution first, but if that
doesn’t work, try something else, etc.
Advice Give some advice and helpful hints.
A choice of
solutions
Include solutions that have already been tried, have been
unsuccessful, and new solutions which you are proposing.
The following transitional devices can also help you develop your text.
10. Jean Jacques Rousseau
Kinilalasiyabilangisangmahusaynamanunulatngmga
sanaysaynatumatalakaysakahalagahanngkalayaang
pang-indibidwal(individualfreedom).
Inihainniyaangpaniniwalatungkolsamabuting
pamahalaansakanyangaklatnaTheSocialContract.
AngSocialContractangnagingbatayanupangmalikha
angSaligangBatasngFrancemataposangrebolusyon.
11. Mga Kababaihan sa Panahon ng
Enlightenment
Sina Catherine Macaulay at Mary Wollstonecraft ang nanguna
sa laban ng kababaihan. Sa kaniyang akdang A Vindication of the
Rights of the Woman, hiningi ni Wollstonecraft na bigyang
pagkakataon ang kababaihang makapag-aral upang magkaroon ng
pagkakapantay-pantay ang kalalakihan at kababaihan.
Napakahabangpanahonbagobinigyang-pansinangideyang ito.
12. Kaisipang Pang-ekonomiya
KinuwestiyonangmerkantilismosaEuropaatkinilalaangpolisiyanglaissezfaire.
Binibigyang-diin nito ang malayang daloy ng ekonomiya na hindi dapat pakialaman
ngpamahalaan.
Physiocrats
ang tawag sa pangkat ng tao na naniniwala at nagpapalaganap ng
kaisipangpangekonomiya.
FrancisQuesnay-isasananiniwalasadoktrinangmalayangekonomiya.
AdamSmith-Naniniwalanakinakailanganngproduksyonparakumitaangtao.
Naniniwala din siya na magiging maayosang pamilihan kahit hindi pakialaman
ngpamahalaan.
13. The students follow the
presentation stage by doing
controlled exercises,
chorally or individually on
worksheets.
In the free practice stage,
students make a role-play,
essay, or other product to use
the target.
Frost (2016) summarizes its key
points and lists problems:
The teacher (or textbook)
selects the language focus
point of the language and
presents the rules, forms, and
examples in a clear summary.
14. TBLT: A Core Strategy for
Curriculum Design
a task-based language teaching approach (TBLT) is more
attuned to real-world use of language, and thus is more
motivating to students who sense the usefulness of achieving
a task compared to practicing a language form.
Task-based learning is a broadly accepted model of foreign
and second language education and has been advocated as
an extension of communicative language learning
approaches both theoretically (Ellis, 2003; Long, 2015) and
practically (Willis & Willis, 2007).
15. What Is a Communicative Task? What Is Not?
a task-based approach is considered independent of particular tools
and configuration of activity.
Types of Tasks: Pedagogic Categories for Differentiating
Levels and Qualities of Tasks
Long (2015) divides tasks types according to language levels from:
true and false beginner, intermediate, and advanced. Willis and Willis
(2007) list seven types of tasks that help teachers understand the
variety of designs and stages that tasks can be built on. They suggest
this can be used as a ‘task generator’ to transform a topic syllabus
into a task-based syllabus by using three to four different types in a
sequence.
16. • Listing: brainstorming, fact-finding
• Ordering and sorting: sequencing, ranking, classifying
• Matching: connect word and phrases to pictures,
sounds
• Comparing: finding differences and similarities
• Problem-solving: puzzles, logic problems, prediction
• Sharing personal experiences: story-telling, anecdotes,
reminiscences
• Projects and creative tasks
17. • One-way tasks
• Two-way tasks (reciprocal tasks)
• Open tasks
• Closed tasks
• Convergent tasks
• Divergent tasks
• Complex tasks
• Planned tasks
• Familiar tasks
• Mixed proficiency tasks
Long (2015, pp. 241–245) lists ten pedagogic task types, based on
the
structure of interaction, which may also inform teacher decisions
in
designing a task-based curriculum:
18. Two possible themes for future research in how
blending technologies improve the learning
experience could focus on:
a. intensifying engagement:
how to help learners avoid getting lost, losing interest,
and reverting back to their first language.
b. objectifying accomplishments:
speaking tasks are less visible, so recording those tasks
and building formative assessment activities onto those
recordings may objectify the accomplishment.
