Task based
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This document discusses the task-based approach (TBA) to language learning. It outlines several key points about TBA, including that it focuses on using tasks to develop communicative skills through interaction and meaning exchange. It describes tasks as classroom activities that require learners to comprehend, manipulate, or produce the target language. The document also discusses sequencing tasks from simpler to more complex based on concepts like those proposed by Skehan. Finally, it notes that TBA can provide a balanced approach to language learning if used in combination with a focus on both grammar and effective communication.
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Task based. .5
This document discusses the task-based approach (TBA) to language learning. It begins with background on why TBA is useful for developing communication skills in a foreign language. It then discusses language learning as a social process, defining tasks and differentiating between real-world and classroom tasks. The document outlines that TBA tasks should build in complexity and be meaning-guided rather than following a predefined syllabus. It notes criticism of TBA but concludes that the approach adds valuable procedures to communicative language teaching when implemented balancedly.
CLT
Communicative Language Teaching originated in the 1970s as educators and linguists grew dissatisfied with previous methods like audiolingualism and grammar translation. It focuses on developing students' communicative competence, including linguistic competence, socio-linguistic competence, discourse competence, and strategic competence. Teachers set up meaningful, real-world situations where students are motivated to communicate and use language interactively and appropriately within social contexts. The teacher acts as a guide while students do most of the speaking. Functional communication activities and social interactions like conversations, discussions, dialogues and role-plays are used.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the late 1960s based on theories that language is fundamentally for communication. CLT focuses on real-world language use and teaches grammatical, sociolinguistic, discourse and strategic competence. Lessons incorporate tasks, social interaction activities, and group work to encourage student negotiation, interaction and creative language use. The teacher facilitates communication rather than merely transmitting information. Materials include texts, tasks, and realia to support developing communicative skills.
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This document discusses the Community Language Learning (CLL) method for teaching second languages. CLL was developed by Charles Arthur and focuses on using the learner's native language, engaging learners in group tasks without textbooks, and having learners decide the content. It involves five psychological stages from dependence on the teacher to independence. CLL aims to lower student anxiety through a warm and trusting environment. While it can reduce teacher directiveness and make translation difficult, CLL allows learners to determine content and express how they feel about learning. The teacher takes on a counselor role without imposing limits.
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This document discusses theories of language and language learning, including the structural, functional, and interactional views of language. It then covers the history of language teaching approaches, from the Classical period to modern communicative language teaching. Communicative language teaching emphasizes using language for meaningful communication, with the goal of developing learners' communicative competence. Key components of this approach include its principles, the roles of the teacher as facilitator and of learners as communicators, the use of authentic and task-based materials, and a syllabus focused on semantic notions and communicative functions.
Savignon communicative language teaching - state of the art
The document summarizes the state of Communicative Language Teaching (CLT) in 1991. It traces the origins and key concepts of CLT from the 1970s, including a focus on meaningful communication, interaction, and learner autonomy over grammatical accuracy. The document also discusses implications for existing language programs, how CLT addresses the debate between accuracy and fluency, and promising areas for future sociolinguistic inquiry into CLT.
Communicative Language Teaching (CLT/CLL)
Communicative Language Teaching (CLT) originated in the 1960s in response to the limitations of prior language teaching approaches that focused on grammar rules without developing communicative ability. CLT emphasizes using language for meaningful communication and having students engage in interactive activities. Key representatives who advocated for CLT include British applied linguists like Henry Widdowson and American sociolinguists such as Dell Hymes. The goal of CLT is to develop students' "communicative competence" through focus on interaction, problem solving, and performing language functions rather than just mastering structures.
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Task based. .5
This document discusses the task-based approach (TBA) to language learning. It begins with background on why TBA is useful for developing communication skills in a foreign language. It then discusses language learning as a social process, defining tasks and differentiating between real-world and classroom tasks. The document outlines that TBA tasks should build in complexity and be meaning-guided rather than following a predefined syllabus. It notes criticism of TBA but concludes that the approach adds valuable procedures to communicative language teaching when implemented balancedly.
CLT
Communicative Language Teaching originated in the 1970s as educators and linguists grew dissatisfied with previous methods like audiolingualism and grammar translation. It focuses on developing students' communicative competence, including linguistic competence, socio-linguistic competence, discourse competence, and strategic competence. Teachers set up meaningful, real-world situations where students are motivated to communicate and use language interactively and appropriately within social contexts. The teacher acts as a guide while students do most of the speaking. Functional communication activities and social interactions like conversations, discussions, dialogues and role-plays are used.
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Communicative Language Teaching (CLT) emerged in the late 1960s based on theories that language is fundamentally for communication. CLT focuses on real-world language use and teaches grammatical, sociolinguistic, discourse and strategic competence. Lessons incorporate tasks, social interaction activities, and group work to encourage student negotiation, interaction and creative language use. The teacher facilitates communication rather than merely transmitting information. Materials include texts, tasks, and realia to support developing communicative skills.
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This document discusses the Community Language Learning (CLL) method for teaching second languages. CLL was developed by Charles Arthur and focuses on using the learner's native language, engaging learners in group tasks without textbooks, and having learners decide the content. It involves five psychological stages from dependence on the teacher to independence. CLL aims to lower student anxiety through a warm and trusting environment. While it can reduce teacher directiveness and make translation difficult, CLL allows learners to determine content and express how they feel about learning. The teacher takes on a counselor role without imposing limits.
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The document discusses oral skills pedagogy and emphasizes having students analyze and evaluate their own language use. It presents oral dialogue journals as a way for students to practice fluency and accuracy at the same time. Examples are given of short drills and two-minute conversation activities to promote more authentic communication, including having students introduce themselves by taking on identities and noting why. Teachers are advised to note errors for later instruction and strive for optimal feedback.
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This document discusses theories of language and language learning, including the structural, functional, and interactional views of language. It then covers the history of language teaching approaches, from the Classical period to modern communicative language teaching. Communicative language teaching emphasizes using language for meaningful communication, with the goal of developing learners' communicative competence. Key components of this approach include its principles, the roles of the teacher as facilitator and of learners as communicators, the use of authentic and task-based materials, and a syllabus focused on semantic notions and communicative functions.
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The document summarizes the state of Communicative Language Teaching (CLT) in 1991. It traces the origins and key concepts of CLT from the 1970s, including a focus on meaningful communication, interaction, and learner autonomy over grammatical accuracy. The document also discusses implications for existing language programs, how CLT addresses the debate between accuracy and fluency, and promising areas for future sociolinguistic inquiry into CLT.
Communicative Language Teaching (CLT/CLL)
Communicative Language Teaching (CLT) originated in the 1960s in response to the limitations of prior language teaching approaches that focused on grammar rules without developing communicative ability. CLT emphasizes using language for meaningful communication and having students engage in interactive activities. Key representatives who advocated for CLT include British applied linguists like Henry Widdowson and American sociolinguists such as Dell Hymes. The goal of CLT is to develop students' "communicative competence" through focus on interaction, problem solving, and performing language functions rather than just mastering structures.
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The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach, which provides an interactive way for students to learn but also requires a long time to master and implement effectively.
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The document outlines 12 different language teaching methods:
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4. Direct Method avoids translation and uses only the target language through demonstration and activities.
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This document discusses the use of tasks as a unit of analysis in language teaching material development. It defines tasks according to various scholars and outlines different types of tasks. Key points include:
- Tasks focus on meaning over form, engage cognitive processes, and have a communicative goal.
- Analyzing language use required to complete real-world tasks can provide insights into target discourse.
- Task-based syllabuses are compatible with SLA theories and involve using language for meaningful communication.
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Task based language learning
This presentation is a part of my academic activity i...
I'm dying my masters in English literature in India ..
Where I have english language teaching paper in. This paper we have topic task based language learning were i presented what is the tblt and it's some of the information and at the end of the presentation i have en based one video in last conclusion slide so have a look at the slides ... Presentation and evaluate .. give me comments and marks so that I can improve more ..Thanks for visiting
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This document discusses strategies for teaching vocabulary to advanced students. It recommends using a lexical approach that focuses on chunks of language like collocations and idioms rather than isolated words. Teachers should expose students to authentic materials and encourage noticing patterns in vocabulary use. Productive use of new words is important, so students need opportunities to apply vocabulary in tasks like writing a leaflet. A variety of techniques can help retention, including grouping words semantically and using memory strategies like mental images. The goal is to help students learn vocabulary independently beyond the classroom.
Task and project work
This document discusses task-based language teaching and student-generated action research projects. It describes two categories of syllabus - synthetic which focuses on discrete grammar points, and analytic which immerses learners in real communication. A 12-week project is proposed where students choose a topic, design a questionnaire, and conduct research. Task-based projects provide authentic purposes, intrinsic motivation, and allow students to take responsibility while developing language abilities through group work.
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Clt
The Communicative Approach emerged in the early 1970s from the work of Chomsky and experts at the Council of Europe. It was a reaction against previous audio-lingual methods that focused on grammar rules and drills. The Communicative Approach emphasized using language for meaningful communication and developed the concept of "communicative competence." Hymes expanded this idea to include the social and cultural knowledge needed to understand and use language appropriately in different contexts.
Content based, task-based, and participatory approaches
The document discusses three approaches to language teaching: content-based, task-based, and participatory. Content-based uses subjects like science or history as the basis for language lessons. Task-based focuses on giving students communicative tasks to complete together. Participatory aims to empower students by connecting classroom lessons to social issues relevant to their lives. All three prioritize using language for meaningful communication over isolated grammar lessons.
whole language review power point
Whole language is an educational philosophy developed in the 1980s that views language as a whole and aims to help students learn to read and write naturally. It has several key principles: using authentic literature; focusing on real events and texts of high interest; integrating reading, writing, and other skills; and encouraging student-centered and collaborative learning. Teachers act as facilitators rather than following lesson plans, and support collaborative learning. Learners are collaborators who evaluate themselves and direct their own learning. Materials used include real-world texts and materials brought or produced by students. Classrooms emphasize literature, process writing, cooperative learning, and positive student attitudes.
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The document discusses communicative competence theory proposed by Hymes in contrast with Chomsky's linguistic competence theory. Hymes argued that competence involves not just grammatical knowledge but also sociocultural knowledge to use language appropriately in different contexts. He coined the term "communicative competence" to emphasize that language learning must involve actual communication skills, not just grammatical accuracy. This shifted the field's perspective and led to the development of communicative language teaching, which focuses on providing opportunities for authentic communication using meaningful tasks and feedback to develop students' sociolinguistic skills.
Practical N° 15 - Vocabulary
1. The document discusses the relationship between teaching vocabulary and grammar at the primary school level, noting that grammatical information is tied to words and learning words helps students learn grammar.
2. It describes various aspects of vocabulary development, including definition, spelling, usage, and relationships between words. Learning words is a cyclical process of initial learning and repeated exposure to extend understanding.
3. Several methods for teaching vocabulary are examined, including using pictures, gestures, organizing words thematically, and exploiting relationships like antonyms. Stories are emphasized as a rich context for learning vocabulary.
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This document discusses whole language teaching methods. It lists various whole language teaching strategies like reading aloud, journal writing, and sustained silent reading. It also discusses different types of language skills like semantic, syntactic, and pragmatic skills. Finally, it notes that whole language focuses on teaching reading in context by looking at whole words rather than breaking words into parts.
Whole language method sutriyani
The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach. Strengths include engaging students and allowing application across subjects, though it can be time-consuming and require mastery of the method.
Communicative Laguage Teaching
CLT is an approach to language teaching that developed in the 1960s as a reaction against previous structural and grammatical approaches. It focuses on developing students' communicative competence and ability to use language functionally. Some key principles are that meaning and communication should be prioritized over form, language is best learned through interaction, and fluency is the primary goal. The teacher acts as a facilitator, and students practice communicating through activities using authentic materials. Errors are tolerated as students focus on fluency, and evaluation assesses communicative ability.
Final whole language approach
Whole language is a philosophy of literacy instruction that emphasizes making meaning from text and expressing ideas in writing. It takes a constructivist approach where students build their own understanding from experiences. Key principles include a focus on meaning over decoding, accepting different learner needs, teaching skills in context rather than isolation, and assessing individual growth. The whole language approach grew out of Chomsky's theory of language acquisition and emphasizes reading as a psycholinguistic guessing game relying on holistic word examination rather than strict phonics rules.
Whole language approach sutriyani
The document discusses the whole language approach, an educational method developed in the 1980s that presents language as a unified whole. It aims to make students more active in the learning process by emphasizing activities like individual and small group reading and writing. The teacher acts as a facilitator and supporter of collaborative learning under this approach, which provides an interactive way for students to learn but also requires a long time to master and implement effectively.
Teaching English Language Learners In Diverse Settings
This course aims to help educators better differentiate instruction for English Language Learners in K-12 settings. It will address listening, speaking, reading and writing skills with a focus on English language development. Participants will learn strategies for teaching diverse students across disciplines and at various language proficiency levels. They will also learn to integrate sheltered English techniques and interpret student assessments to support content learning for ELLs.
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Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
Language teaching methods (1)
The document outlines 12 different language teaching methods:
1. Grammar-Translation focuses on accuracy over fluency through translation and grammar rules.
2. Cognitive Approach sees language as a set of skills learned through meaningful practice rather than memorization.
3. Audiolingual Method views language as habits formed through drill and repetition with immediate error correction.
4. Direct Method avoids translation and uses only the target language through demonstration and activities.
Task-based Syllabus
This document discusses the use of tasks as a unit of analysis in language teaching material development. It defines tasks according to various scholars and outlines different types of tasks. Key points include:
- Tasks focus on meaning over form, engage cognitive processes, and have a communicative goal.
- Analyzing language use required to complete real-world tasks can provide insights into target discourse.
- Task-based syllabuses are compatible with SLA theories and involve using language for meaningful communication.
- Interaction during tasks allows for negotiation of meaning, which is important for acquisition. Tasks provide opportunities for both input and output processing.
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Communicative Language Teaching (CLT) emerged in the 1970s in response to the inability of students to communicate effectively in the target language despite knowing its rules. CLT aims to develop students' communicative competence through activities that involve meaningful communication rather than just linguistic competence. Key aspects of CLT include focusing on functions like inviting and declining rather than just structures, viewing language as a social tool, emphasizing group work and information sharing tasks over repetition drills, and giving students authentic opportunities to use language pragmatically and appropriately within different social contexts. While flexible, CLT lessons generally follow the model of presenting communicative objectives first before practicing and then producing language through functional activities.
teaching-speaking.pptaaaappyvfdthhvddgghh
This document provides guidance on teaching speaking skills to English language learners. It discusses 5 factors to consider in planning speaking activities, including the learners' proficiency and goals. It also outlines approaches like direct and indirect methods. The document then describes a continuum of classroom activities from controlled to creative. It provides examples of controlled activities like icebreakers and awareness activities. Finally, it discusses the importance of fluency and provides techniques and resources for teaching speaking, including sample icebreakers.
It parent director conference
The document provides an analysis of an English pre-school program from 2012. It describes the pre-school's assessment system which evaluates students' language performance and proficiency in two domains: comprehension and production. It also references the Common European Framework levels for language acquisition and compares language acquisition to language learning approaches. Finally, it discusses strategies for making input comprehensible to students based on Stephen Krashen's theories of second language acquisition.
It parent director conference
The document provides an analysis of an English pre-school program from 2012. It describes the pre-school's assessment system which evaluates students' language performance and proficiency across two domains: comprehension and production. It also references the Common European Framework levels for language acquisition and compares language acquisition to language learning approaches. Finally, it discusses strategies for making input comprehensible to students based on Stephen Krashen's theories of second language acquisition.
Task based language learning
This presentation is a part of my academic activity i...
I'm dying my masters in English literature in India ..
Where I have english language teaching paper in. This paper we have topic task based language learning were i presented what is the tblt and it's some of the information and at the end of the presentation i have en based one video in last conclusion slide so have a look at the slides ... Presentation and evaluate .. give me comments and marks so that I can improve more ..Thanks for visiting
The Natural Approach
The Natural Approach is a method for teaching second languages developed by Tracy Terrell and Stephen Krashen in 1977. It aims to apply the principles of natural language acquisition to the classroom. In this approach, language is acquired unconsciously through meaningful communicative interactions, as it is in childhood. Key principles include the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. The purpose is to develop basic communication skills through comprehensible input, speaking and listening rather than reading and writing. Teachers provide input and a comfortable environment while learners decide when to start speaking.
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This document discusses strategies for teaching vocabulary to advanced students. It recommends using a lexical approach that focuses on chunks of language like collocations and idioms rather than isolated words. Teachers should expose students to authentic materials and encourage noticing patterns in vocabulary use. Productive use of new words is important, so students need opportunities to apply vocabulary in tasks like writing a leaflet. A variety of techniques can help retention, including grouping words semantically and using memory strategies like mental images. The goal is to help students learn vocabulary independently beyond the classroom.
Task and project work
This document discusses task-based language teaching and student-generated action research projects. It describes two categories of syllabus - synthetic which focuses on discrete grammar points, and analytic which immerses learners in real communication. A 12-week project is proposed where students choose a topic, design a questionnaire, and conduct research. Task-based projects provide authentic purposes, intrinsic motivation, and allow students to take responsibility while developing language abilities through group work.
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This document discusses communicative language teaching (CLT) and its key principles:
1. CLT aims to develop learners' communicative competence through meaningful interaction and negotiation of meaning, rather than just focusing on grammar.
2. CLT views language learning as resulting from interaction, collaboration, negotiation, and attention to feedback. Learners experiment and pay attention to input.
3. In CLT classrooms, teachers take on a facilitating role and learners have greater responsibility for their own learning through cooperative activities.
4. CLT prompted a rethinking of syllabus design and methodology, moving from traditional grammar-focused approaches to a focus on functions, notions, skills, and authentic language use.
Communicative approach
The communicative approach focuses on developing students' communicative competence through meaningful use of language. It views language as a social tool for communication. The approach emphasizes using language functions to perform tasks and develop the four skills. Teachers adopt facilitator roles to organize communicative activities like information sharing, problem solving and role plays that engage students in real-life language use. Materials support this approach through authentic texts, tasks and real-world objects. The goal is to equip students to successfully communicate in the target language.
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This document discusses teaching speaking skills and provides examples of activities and techniques teachers can use. It covers 5 factors to consider in planning speaking lessons, such as the learner's proficiency and goals. It also describes direct and indirect teaching approaches, including controlled activities like dialog building and awareness activities, as well as fluency activities. The document emphasizes creating a comfortable environment for students to practice speaking through icebreakers, examples of which include introducing oneself and describing personality in 3 words, as well as discussing favorite foods and past emotions. Teachers should select icebreakers carefully and tie them to lesson objectives while allowing time for practice to increase student confidence and engagement.
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This document discusses task-based and project-based language teaching approaches. It defines tasks and projects, compares synthetic and analytic syllabus types, and provides examples of tasks that promote language acquisition, such as problem-solving activities, collaborative work, and negotiation of meaning. Project examples include student-led research with choice of topics. Benefits highlighted are authentic purpose, intrinsic motivation, and language skills development through group work and tasks.
teaching-language-skills-tefl-ppt.pptx
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Task-Based Language Teaching (TBLT)
The document discusses task-based language teaching (TBLT). It defines tasks as classroom activities that focus on meaning over form and involve students comprehending, manipulating, or interacting with the target language. TBLT moves learning from fluency to accuracy plus fluency by integrating the four language skills. The teacher's role is to select and sequence tasks and prepare students, while students participate in groups, monitor their learning, and take risks using the new language. The document outlines the framework of TBLT including the task cycle and language focus after tasks. It notes advantages like meaningful communication and exposure to language, and disadvantages like requiring creativity and resources.
Teaching oral skills, lazarton
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
The lexical approach
The document discusses the lexical approach to language teaching and learning. It emphasizes that vocabulary plays a central role in communication over grammatical rules. The lexical approach focuses on having students learn language as lexical chunks or phrases rather than individual words. It involves intensive listening, reading, noticing patterns and collocations. Effective strategies for teaching vocabulary through this approach include attracting students' attention to collocations, individual instruction on collocations, and activities using visuals, puzzles and miming.
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Technology applyed to teach slide.. copia
The document discusses using technology in the classroom to motivate students learning a foreign language. It suggests that providing students access to tools like newspapers, flashcards, posters, and the internet on computers allows them to easily improve their language skills. Using these technologies in the classroom provides numerous possibilities for engaging students. Both advantages and disadvantages exist to using electronic materials, as they can either benefit or hinder the learning process. The document advocates that the internet is a powerful tool for motivating students and improving all language abilities when used for foreign language learning.
Seminary as best option
The document discusses how a seminary course helped improve teaching skills. It provided new tools and strategies for classroom management, student motivation, and teaching English as a second language. The course taught how to use different materials for various student levels and contexts. It emphasized the importance of having control and knowledge in the classroom while also motivating students. Effective strategies discussed included being friendly but firm with clear rules, keeping students engaged, addressing misbehavior privately, and using punishments sparingly when needed.
Seminary as best option
The document discusses how a seminary course helped improve teaching skills. It provided new tools and strategies for classroom management, student motivation, and teaching English as a second language. The course taught how to use different materials for various student levels and contexts. It emphasized the importance of having control and knowledge in the classroom while also motivating students. Effective strategies discussed included being friendly but firm with clear rules, keeping students engaged, addressing misbehavior privately, and using punishments sparingly when needed.
Seminary as best option
The document discusses how a seminary course helped improve teaching skills. It provided new tools and strategies for classroom management, student motivation, and teaching English as a second language. The course taught how to use different materials for various student levels and contexts. It emphasized the importance of having control and knowledge in the classroom while also motivating students. Effective strategies discussed included being friendly but firm with clear rules, keeping students engaged, addressing misbehavior privately, and using punishments sparingly when needed.
Technology applyed to teach slide.. copia
The document discusses using technology in the classroom to motivate students learning a foreign language. It suggests that providing students access to tools like newspapers, flashcards, posters, and the internet on computers allows them to easily improve their language skills. Using these technologies in the classroom provides numerous possibilities for engaging students. Both advantages and disadvantages exist to using electronic materials, as they can either benefit or hinder the learning process. The document advocates that the internet is a powerful tool for motivating students and improving all language abilities when used for foreign language learning.
Never grammar
The document contains a series of questions related to the use of articles (a, an, the) in English sentences. It provides two answer options for each question and asks the reader to select the correct article based on the given sentence context.
English test intermediated level
The document contains an English test with multiple sections. The reading comprehension section contains a story about a girl named Carlota who is "horribly good" and always follows the rules. She wins medals for her behavior. While walking to the king's palace, she is eaten by a wolf except for her medals. The grammar section contains sentences to complete with simple present or past tense verbs. The writing section asks to describe a news story about an abused woman in Colombia in 10 lines. The listening section contains a dialogue and multiple choice questions. The oral performance section asks about the meaning of Carlota's story.
Oral language assessment
Oral language assessment aims to evaluate students' ability to communicate effectively for both basic and academic purposes. There are many informal assessment tools used in schools, including observations of students' oral language in social, academic, and presentation contexts. Oral language assessments for English language learners also examine the language functions students use to express meaning, such as communicative and academic language functions. Initial, formative, and summative oral language assessments in primary grades provide information about students' skills as the basis for literacy instruction.
Project based
This document summarizes an environmental awareness project carried out with students in 9th grade in Florencia, Caqueta, Colombia. The project aimed to raise students' awareness of environmental problems and develop their English skills. Over three classes, teachers introduced vocabulary, showed videos, and had students make posters about environmental topics. Students then presented their posters to the class. The project was successful in teaching students about the environment and improving their English skills through task-based activities.
Lesson plan 1.....................................
The lesson plan is about teaching environmental problems to 35 students. It involves showing a video and pictures about felling trees. Students will then complete a crossword with sports terms and play a game to practice the vocabulary. They will also answer questions in their notebooks about sports using "do" and "does" and then switch roles, with students asking the questions in the next class.
Criteria.
This document appears to be a rubric for assessing students on an environmental awareness project. The rubric contains 4 criteria: using acquired vocabulary in logical sentences, having fluency and good pronunciation in oral expression, being specific and clear in oral expression, and using creativity in making posters. Students will be rated on a scale of full agreement, partial agreement, or disagreement for meeting each criteria. The teachers for this project are listed as Milton Ferney Morales, Yon Fredy Espinosa and Diana Marcela Murcia Bravo.
Diapositiva assessmenyt maritza
The document discusses motivation in teaching and learning. It defines motivation as the impetus that drives people to act and pursue goals. Motivation is important for teaching because it leads to better student participation, attitude, and outcomes. Motivated students perform at higher levels and the teacher has a more positive outlook. The document also discusses intrinsic and extrinsic motivation, sources of motivational needs, and types of motivation like power, attitude, incentives, fear, competence, affiliation, and achievement. It provides examples of positive classroom behavior systems and strategies to involve and assess students.
Diapositiva assessmenyt maritza
The document discusses motivation in teaching and learning. It defines motivation as the factor that drives a person to act, and explains that motivated students achieve higher levels of excellence. Motivation comes from internal or external sources. Teachers can motivate students through positive reinforcement, setting clear standards, and involving students in self-assessment of their oral language skills. Various assessment activities are proposed, including self-evaluation, peer feedback, interviews, radio broadcasts, and video clips.
Diapositivas marithza
The document discusses various ways of meeting and overcoming oppression. It mentions Martin Luther King Jr. as one who revolutionized the oppression movement through nonviolent civil rights activism. It also references Moses leading the Israelites out of slavery in Egypt to the freedom of the Promised Land. The conclusion is that the best way to overcome oppression is through ethical and moral means, rather than giving into negativity or resignation.
Diapositivas marithza
The document discusses various ways of meeting and overcoming oppression. It mentions Martin Luther King Jr. as one who revolutionized the oppression movement through nonviolent civil rights activism. It also references Moses leading the Israelites out of slavery in Egypt to the freedom of the Promised Land. The conclusion is that the best way to overcome oppression is through ethical and moral means, rather than giving into negativity or resignation.
Diapositivas marithza
Martin Luther King Jr. was a seminal figure in the civil rights movement who fought against oppression through non-violent means. The document discusses how oppressed peoples have dealt with losing their freedom both externally through slavery like the Israelites in Egypt, and internally through resigning themselves to oppression. It raises addressing oppression through moral and ethical solutions as well as achieving freedom by meeting two important parameters.
Task based
This document discusses the task-based approach (TBA) to language learning. It begins with background on why TBA is useful for developing communication skills in a foreign language. It then discusses language learning as a social process based on the work of Vigotsky. It defines what a task is in this context and differentiates between real-world and classroom tasks. It addresses complexity and sequencing of tasks, emphasizing that tasks should guide the learning process rather than following a predefined syllabus. The document also provides a balanced criticism of TBA and concludes that it contributes valuable procedures to communicative language teaching.
Task based
<div><strong><a>Task based</a></strong><object height="355" width="425"><param /><param /><param /><param /></object><div>View more <a>presentations</a> from <a>Jhon Fredy Espinosa</a>.</div></div>
Task based
This document discusses the task-based approach (TBA) to language learning. It begins with background on why TBA is useful for developing communication skills in a foreign language. It describes language learning as a social process, according to theorists like Vigotsky. It defines what a task is, and differentiates between real-world tasks and classroom tasks. It addresses complexity and sequencing of tasks, noting importance of progression from simple to more complex. It calls for a balanced approach between grammar and effective communication. Finally, it concludes TBA contributes valuable procedures to communicative language teaching.
More from Jhon Fredy Espinosa (19)
Lesson plan 1.....................................
Lesson plan 1.....................................
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Task based
- 1. By Milton Ferney Morales Jhon Fredy Espinoza Diana Smith Martinez Diana Murcia Bravo
- 2. 1. ABSTRACTS – KEYWORDS 2.BACKGROUND AND RATIONALE BEHIND THE TBA IN LANGUAGE LEARNING 3.LANGUAGE LEARNING AS APROCESS 4.WHAT IS TASK? 5. REAL WORD TASK AND CLASSROOM TASKS 6.COMPLEXITY AND SEQUENCING OF TASKS 7. A BALANCED CRITICISM 8.CONCLUSION
- 3. 1. ABSTRACTS and KEYWORDS • ABSTRACT • It has been poor • Contribute to foreign language • Necessity to communicate • Two ways: communicative • Writing
- 4. 2.BACKGROUND AND RATIONALE BEHIND THE TBA IN LANGUAGE LEARNING • TEACHING METHOD • Writing Vs oral language • Learning grammar Vs learning how speak • Formal Vs informal • Accuracy Vs teaching • Special activities • Responsabilities
- 5. 3.LANGUAGE LEARNING AS APROCESS • VIGOTSKY • According Vigotsky ( 1962; 1978) • Thinks that: • Building skills inside of community • Requires a social basis • Interaction with environment
- 6. • Wilkin (1976) • Incorporate into methodological • syntactic and analytic way • describes as a strategy
- 7. 4.WHAT IS TASK? 1) A classroom activity or exercise that has to develop. • An objective attainable only by the interaction among participants. • A mechanism for structuring and sequencing interaction. • A focus on meaning exchange. 2) A language learning endeavor that requires learners to comprehend, manipulate, and/or produce the target language as they perform some set of workplans.
- 8. 5. REAL WORD TASK AND CLASSROOM TASKS • There are some activities can do in outside of the classroom, and they are making the bed, mending a skirt, etc. • Tasks are useful for language learning are those that require of favour communication through language.
- 9. 6.COMPLEXITY AND SEQUENCING OF TASKS •Real world task vary in level of complexity. “TBA should not submit to previously defined syllabus” “predefined syllabus are typically content- based. * Task-based syllabuses should be process– and meaning-guided. * Learner build their own syllabus, according their needs, and find their own learning.*
- 10. SECUENCING importance. Children learn sounds more complex phonological units: syllables, words, phrases, simple sentences, and subordinate sentences. (Skehan, 1996)… Three types of tasks: * Pre-tasks: * During tasks: * Post-tasks:
- 11. 7. A BALANCED CRITICISM METHODOGICAL VARIANTS TBA BALANCED (grammar – effective language) LEARNT BUT NOT COMMUNICATE EFFECTIVELY CREATE NATURAL LEARNING CONDITIONS CLASSROOM
- 12. RENOUNCE THE PERMANENT COMPARASION WITH NATIVE LANGUAGE RESEARCH SLA INSTRUCTION PRACTISING AND USING LANGUAGE EXPLICIT INSTRUCTION REFERS EVENTS AND ACTIONS AFFECTING TEACHING IN THE CLASSROOM COMPREHENSIBLE INPUT LANGUAGE
- 13. 8.CONCLUSION The TBA adds useful elements and contributes to the communicative language teaching with valuable procedures.
- 14. The task-based approach in Language Teaching; Aquilino Sánchez; university Murcia. Pag.39 -71