Task-based instruction
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1. Task-based instruction focuses on using tasks to promote communication, interaction, and negotiation between students. It requires both linguistic and cognitive skills while focusing on accuracy and fluency. 2. A task involves a meaningful exchange of information where students use the target language to complete an activity. Examples include role-plays, problem-solving activities, surveys, and decision-making exercises. 3. Implementing tasks follows stages including preparation, task completion in groups, and a language focus. It brings authentic real-world activities into the classroom.
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task based language teaching TBLT
The document discusses Task-Based Language Teaching (TBLT), an approach to language instruction centered around the use of tasks. Some key points:
- TBLT uses tasks as the core unit of planning and instruction, drawing on principles of Communicative Language Teaching. Tasks involve real communication and using language for meaningful purposes.
- A task is an activity or goal carried out using language. Examples include problem-solving, decision-making, information sharing. Tasks can be designed based on real-world or pedagogical needs.
- Proponents argue tasks provide better opportunities for language learning than traditional form-focused instruction. Tasks require negotiation of meaning and meaningful communication.
- The teacher
21st century skills. Some ideas about teaching english today and tomorrow.
21st century skills. Some ideas about teaching english today and tomorrow.The BKC-IH Teacher Training Centre
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
Task based language teaching
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
TBL (Task based learning)
A power point presentation on Task based learning and its main principles, including a possible lesson plan showing the main characteristics of the approach
Language curriculum design
This document summarizes key points from chapters 9 and 10 of the book "Language Curriculum Design" regarding approaches to curriculum design and negotiated syllabuses. It describes three common approaches: the waterfall model, focused opportunistic approach, and layers of necessity model. It also provides an example of how a negotiated syllabus would work in practice and lists requirements for implementing a negotiated syllabus approach, such as establishing negotiation procedures, participation in course planning, and continual evaluation.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
Task based language teaching
The document discusses task-based language teaching (TBLT). It provides definitions of a task and TBLT, explaining that TBLT uses tasks to engage learners in meaningful communication. The principles of TBLT are outlined, noting that it creates contexts for language acquisition, focuses on form and meaning, and develops motivation. Different types of teaching activities are discussed, including listing, ordering, comparing, problem-solving and sharing experiences. Research examples on TBLT are also mentioned.
Direct Method
The direct method focuses on communicating in the target language through demonstration and visual aids, without translation or explicit grammar instruction. In the classroom, the teacher uses a map to ask students questions about US geography, encouraging responses in full sentences in the target language. Errors are addressed through questioning to facilitate self-correction. Various techniques are used, including reading aloud, questioning, dictation, and fill-in-the-blank exercises, to develop oral skills and inductive learning of grammar and culture.
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task based language teaching TBLT
The document discusses Task-Based Language Teaching (TBLT), an approach to language instruction centered around the use of tasks. Some key points:
- TBLT uses tasks as the core unit of planning and instruction, drawing on principles of Communicative Language Teaching. Tasks involve real communication and using language for meaningful purposes.
- A task is an activity or goal carried out using language. Examples include problem-solving, decision-making, information sharing. Tasks can be designed based on real-world or pedagogical needs.
- Proponents argue tasks provide better opportunities for language learning than traditional form-focused instruction. Tasks require negotiation of meaning and meaningful communication.
- The teacher
21st century skills. Some ideas about teaching english today and tomorrow.
21st century skills. Some ideas about teaching english today and tomorrow.The BKC-IH Teacher Training Centre
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
Task based language teaching
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
TBL (Task based learning)
A power point presentation on Task based learning and its main principles, including a possible lesson plan showing the main characteristics of the approach
Language curriculum design
This document summarizes key points from chapters 9 and 10 of the book "Language Curriculum Design" regarding approaches to curriculum design and negotiated syllabuses. It describes three common approaches: the waterfall model, focused opportunistic approach, and layers of necessity model. It also provides an example of how a negotiated syllabus would work in practice and lists requirements for implementing a negotiated syllabus approach, such as establishing negotiation procedures, participation in course planning, and continual evaluation.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
Task based language teaching
The document discusses task-based language teaching (TBLT). It provides definitions of a task and TBLT, explaining that TBLT uses tasks to engage learners in meaningful communication. The principles of TBLT are outlined, noting that it creates contexts for language acquisition, focuses on form and meaning, and develops motivation. Different types of teaching activities are discussed, including listing, ordering, comparing, problem-solving and sharing experiences. Research examples on TBLT are also mentioned.
Direct Method
The direct method focuses on communicating in the target language through demonstration and visual aids, without translation or explicit grammar instruction. In the classroom, the teacher uses a map to ask students questions about US geography, encouraging responses in full sentences in the target language. Errors are addressed through questioning to facilitate self-correction. Various techniques are used, including reading aloud, questioning, dictation, and fill-in-the-blank exercises, to develop oral skills and inductive learning of grammar and culture.
CLL community language learning
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Situational syllabus
The document discusses the situational syllabus approach to language teaching. It defines the situational syllabus as organizing language content according to real-life situations where the language would be used. The approach is based on the theory that language is used in context. It includes selecting vocabulary, grammar, and skills for situations like "in the classroom" or "at the bank." The process involves listing situations, analyzing their relevance, and creating conversations. The goal is to improve communicative competence. Advantages include motivation and developing inductive ability. Disadvantages include not including all real-life situations and artificial dialogs not reflecting natural language. The conclusion states no single syllabus is appropriate for all contexts.
Cooperative Language Learning
This document discusses cooperative language learning. It defines cooperative learning as group learning where students work together to help each other learn. The benefits include raising all students' achievement, developing positive relationships, and promoting healthy social and cognitive development. Key aspects of cooperative language learning are students working interactively in pairs and groups, taking on roles like tutors or recorders, and learning communication strategies. The teacher's role is to facilitate learning, provide guidance and feedback, and structure cooperative lessons and tasks.
Task based syllabus
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Task based learning
This document provides information about task-based language teaching (TBLT). It begins by defining a task as "an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome." It then explains that TBLT engages learners in authentic language use through a series of tasks to both acquire new linguistic knowledge and proceduralize existing knowledge. The document outlines the rationale and design of TBLT, including its focus on meaning over form, motivation through task achievement, and negotiation of learning difficulty. It also discusses the role of the teacher in guiding tasks and providing feedback, as well as the role of students in interacting and presenting results.
Task based-language-teachingkom-121024110933-phpapp01
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use through tasks rather than language drilling. A task in TBLT is a goal-oriented communicative activity with a clear outcome. The key principles of TBLT include engaging learners in authentic language use through tasks, enabling acquisition of new language and proceduralization of existing knowledge. It follows a task cycle of pre-task, task, planning and report with an optional analysis and practice phase. TBLT can be used to develop all language skills and accommodate different learner levels through appropriate task scaffolding and types.
What is Applied Linguistics?
This document provides an overview of applied linguistics and how knowledge of linguistics can help teachers support English learners. It defines applied linguistics as investigating and addressing language-related problems in both first and second language acquisition. The document outlines key aspects of linguistics including phonology, morphology, syntax, semantics, and pragmatics. It explains that while teachers do not need the same depth of knowledge as applied linguistics experts, they should understand language acquisition theories and how knowledge of linguistics can help them teach English, support communication skills, evaluate students appropriately considering their backgrounds, and socialize students into the school culture.
Task Base Language Learning
TASK BASED LANGUAGE TEACHING
HISTORICAL BACKGROUND:
Task Based Language Teaching first appeared in the vocationaltraining practices of the 1950s. Task focused here first derived fromtraining design concerns of the military regarding new militarytechnologies and occupational specialties of the period. Task analysisinitially focused on solo psychomotor tasks for which littlecommunication or collaboration was involved. In task analysis, on-the- job, largely manual tasks were translated into training tasks. However,task analysis dealt with solo job performance on manual tasks, attentionthen turned to team tasks, for which communication is required.APPROACH:Task Based Language Teaching refers to an approach based on theuse of tasks as the core unit of planning and instruction in languageteaching. TBLT proposes the notion of “task” as a central unit of planningand teaching. A task is an activity or goal that is carried out usinglanguage, such as finding the solution to a puzzle, reading a map andgiving directions, making a telephone call, writing a letter, or reading aset of instructions and assembling a toy. “Tasks generally bear someresemblance to real life language use”(Skehan 1996). Some of its proponents present it as a logical development of CommunicativeLanguage Teaching since it draws on several principles that formed partof the communicative language teaching movement in 1980s.
http://www.scribd.com/doc/19445226/Task-Based-Language-Teaching
Task based learning
Task-Based Learning (TBL) is a teaching approach that focuses on having students complete meaningful activities or tasks to use the target language in a practical way. These tasks simulate real-world scenarios like going to the doctor or buying coffee. The teacher takes a backseat, acting as a moderator while students work through the tasks, using the language as needed without worrying about accuracy. This gives students a purpose for communicating that increases motivation to speak. The goal is to integrate all language skills through tasks that require cooperation and negotiation between students in the target language.
The lexical approach
The Lexical Approach focuses on lexis (vocabulary) as the central component of language. It emphasizes that language is acquired through exposure to lexical chunks and collocations, rather than through formal grammar rules. Key aspects include establishing vocabulary as central to language, teaching lexical units and collocations, using corpus linguistics to analyze language patterns, and developing classroom activities that raise students' awareness of collocations.
Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
Communicative Language Teaching (CLT)
The document discusses Communicative Language Teaching (CLT) at the level of approach and design. It defines CLT as an approach that emphasizes authentic communication, interaction, task-based activities, and language use for meaningful purposes. The goal of CLT is to develop communicative competence, which includes grammatical competence as well as sociolinguistic competence. In CLT, the teacher acts as a facilitator and the learner participates through cooperative work. The syllabus can be organized around grammar, skills, functions, or tasks to promote meaningful communication.
The audio lingual method
The document outlines the Audio-Lingual method of foreign language teaching. It was developed in the US during World War 2 to train military personnel. It is based on behaviorist psychology and the idea that language is acquired through habit formation and imitation. Teachers use drills and repetition of dialogues to help students master the target language system. While it was effective for its time, the method was later criticized for its lack of creativity and focus on memorization over understanding.
Call Computer Assisted Language Learning
CALL refers to using computers to assist language learning. It involves a student, teacher, and computer. The teacher's role is to instruct students on computer use, assess progress, supervise, manage resources, and provide information. Students are autonomous but teachers provide guidance. The computer acts as a tutor by providing feedback, as a resource for skills practice, and as a tool to motivate students and provide autonomy.
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
Teaching Methodology " Teaching Grammar"
This document outlines various methods for teaching grammar to students. It discusses introducing grammar concepts, discovering grammar through exercises, and practicing grammar through activities and games. Some examples provided include having students identify parts of speech in sentences, compare adjective forms, answer survey questions to practice verb tenses, and play team games to create sentences using different grammar structures. The goal is to make grammar engaging and encourage students to think about how language works.
Audiolingual and Silent Way Methods
The document describes principles and techniques of the Audiolingual Method and Silent Way for language teaching.
For the Audiolingual Method, it emphasizes habit formation through repetition drills. Teachers present new vocabulary through dialogs and assess if students can correctly imitate examples. Students are expected to answer questions quickly and see the teacher as a leader.
The Silent Way focuses on students thinking independently and perceiving meanings. Teachers facilitate learning but remain mostly silent, correcting through gestures. Students take responsibility for their own learning through peer correction and choosing their own techniques. Progress is evaluated based on increased vocabulary and group work.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
Factors affecting second language learning
The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
Notional functional syllabus
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
Task based language learning
Task-Based Language Teaching (TBLT) is an approach that provides students opportunities to communicate through completing tasks using language. Tasks involve setting a goal, such as making tea or writing an essay, and using language to achieve that goal. There are four phases to TBLT: pre-task introduction, task cycle of completing the task and planning/reporting, language focus of analyzing and practicing new vocabulary and structures, and post-task follow up with similar tasks.
Tbi (1)
This document discusses task-based language learning (TBL-TBI). It defines key characteristics of a task as something learners do using existing language resources to achieve a meaningful goal, which may involve communication between learners. There are two types of tasks: pedagogical and real-world. The document contrasts TBL with the presentation-practice-production (PPP) model, noting that TBL rejects PPP because research shows language is better learned through meaningful interaction, not controlled practice. TBL focuses on using tasks to create interaction and build language skills around task performance.
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CLL community language learning
CLL community language learning slide which represented by Mohammad Heidari from Iran-Mofid University
Situational syllabus
The document discusses the situational syllabus approach to language teaching. It defines the situational syllabus as organizing language content according to real-life situations where the language would be used. The approach is based on the theory that language is used in context. It includes selecting vocabulary, grammar, and skills for situations like "in the classroom" or "at the bank." The process involves listing situations, analyzing their relevance, and creating conversations. The goal is to improve communicative competence. Advantages include motivation and developing inductive ability. Disadvantages include not including all real-life situations and artificial dialogs not reflecting natural language. The conclusion states no single syllabus is appropriate for all contexts.
Cooperative Language Learning
This document discusses cooperative language learning. It defines cooperative learning as group learning where students work together to help each other learn. The benefits include raising all students' achievement, developing positive relationships, and promoting healthy social and cognitive development. Key aspects of cooperative language learning are students working interactively in pairs and groups, taking on roles like tutors or recorders, and learning communication strategies. The teacher's role is to facilitate learning, provide guidance and feedback, and structure cooperative lessons and tasks.
Task based syllabus
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Task based learning
This document provides information about task-based language teaching (TBLT). It begins by defining a task as "an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome." It then explains that TBLT engages learners in authentic language use through a series of tasks to both acquire new linguistic knowledge and proceduralize existing knowledge. The document outlines the rationale and design of TBLT, including its focus on meaning over form, motivation through task achievement, and negotiation of learning difficulty. It also discusses the role of the teacher in guiding tasks and providing feedback, as well as the role of students in interacting and presenting results.
Task based-language-teachingkom-121024110933-phpapp01
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use through tasks rather than language drilling. A task in TBLT is a goal-oriented communicative activity with a clear outcome. The key principles of TBLT include engaging learners in authentic language use through tasks, enabling acquisition of new language and proceduralization of existing knowledge. It follows a task cycle of pre-task, task, planning and report with an optional analysis and practice phase. TBLT can be used to develop all language skills and accommodate different learner levels through appropriate task scaffolding and types.
What is Applied Linguistics?
This document provides an overview of applied linguistics and how knowledge of linguistics can help teachers support English learners. It defines applied linguistics as investigating and addressing language-related problems in both first and second language acquisition. The document outlines key aspects of linguistics including phonology, morphology, syntax, semantics, and pragmatics. It explains that while teachers do not need the same depth of knowledge as applied linguistics experts, they should understand language acquisition theories and how knowledge of linguistics can help them teach English, support communication skills, evaluate students appropriately considering their backgrounds, and socialize students into the school culture.
Task Base Language Learning
TASK BASED LANGUAGE TEACHING
HISTORICAL BACKGROUND:
Task Based Language Teaching first appeared in the vocationaltraining practices of the 1950s. Task focused here first derived fromtraining design concerns of the military regarding new militarytechnologies and occupational specialties of the period. Task analysisinitially focused on solo psychomotor tasks for which littlecommunication or collaboration was involved. In task analysis, on-the- job, largely manual tasks were translated into training tasks. However,task analysis dealt with solo job performance on manual tasks, attentionthen turned to team tasks, for which communication is required.APPROACH:Task Based Language Teaching refers to an approach based on theuse of tasks as the core unit of planning and instruction in languageteaching. TBLT proposes the notion of “task” as a central unit of planningand teaching. A task is an activity or goal that is carried out usinglanguage, such as finding the solution to a puzzle, reading a map andgiving directions, making a telephone call, writing a letter, or reading aset of instructions and assembling a toy. “Tasks generally bear someresemblance to real life language use”(Skehan 1996). Some of its proponents present it as a logical development of CommunicativeLanguage Teaching since it draws on several principles that formed partof the communicative language teaching movement in 1980s.
http://www.scribd.com/doc/19445226/Task-Based-Language-Teaching
Task based learning
Task-Based Learning (TBL) is a teaching approach that focuses on having students complete meaningful activities or tasks to use the target language in a practical way. These tasks simulate real-world scenarios like going to the doctor or buying coffee. The teacher takes a backseat, acting as a moderator while students work through the tasks, using the language as needed without worrying about accuracy. This gives students a purpose for communicating that increases motivation to speak. The goal is to integrate all language skills through tasks that require cooperation and negotiation between students in the target language.
The lexical approach
The Lexical Approach focuses on lexis (vocabulary) as the central component of language. It emphasizes that language is acquired through exposure to lexical chunks and collocations, rather than through formal grammar rules. Key aspects include establishing vocabulary as central to language, teaching lexical units and collocations, using corpus linguistics to analyze language patterns, and developing classroom activities that raise students' awareness of collocations.
Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
Communicative Language Teaching (CLT)
The document discusses Communicative Language Teaching (CLT) at the level of approach and design. It defines CLT as an approach that emphasizes authentic communication, interaction, task-based activities, and language use for meaningful purposes. The goal of CLT is to develop communicative competence, which includes grammatical competence as well as sociolinguistic competence. In CLT, the teacher acts as a facilitator and the learner participates through cooperative work. The syllabus can be organized around grammar, skills, functions, or tasks to promote meaningful communication.
The audio lingual method
The document outlines the Audio-Lingual method of foreign language teaching. It was developed in the US during World War 2 to train military personnel. It is based on behaviorist psychology and the idea that language is acquired through habit formation and imitation. Teachers use drills and repetition of dialogues to help students master the target language system. While it was effective for its time, the method was later criticized for its lack of creativity and focus on memorization over understanding.
Call Computer Assisted Language Learning
CALL refers to using computers to assist language learning. It involves a student, teacher, and computer. The teacher's role is to instruct students on computer use, assess progress, supervise, manage resources, and provide information. Students are autonomous but teachers provide guidance. The computer acts as a tutor by providing feedback, as a resource for skills practice, and as a tool to motivate students and provide autonomy.
Grammar translation method
1. The grammar translation method focuses on translating grammatical forms, memorizing vocabulary, and studying rules rather than spoken communication.
2. Key principles include using the native language for instruction, focusing on reading/writing over speaking/listening, and correcting errors by providing the right answers.
3. Techniques include translating passages, answering reading questions, finding antonyms/synonyms, applying grammar rules, and filling in blanks.
Teaching Methodology " Teaching Grammar"
This document outlines various methods for teaching grammar to students. It discusses introducing grammar concepts, discovering grammar through exercises, and practicing grammar through activities and games. Some examples provided include having students identify parts of speech in sentences, compare adjective forms, answer survey questions to practice verb tenses, and play team games to create sentences using different grammar structures. The goal is to make grammar engaging and encourage students to think about how language works.
Audiolingual and Silent Way Methods
The document describes principles and techniques of the Audiolingual Method and Silent Way for language teaching.
For the Audiolingual Method, it emphasizes habit formation through repetition drills. Teachers present new vocabulary through dialogs and assess if students can correctly imitate examples. Students are expected to answer questions quickly and see the teacher as a leader.
The Silent Way focuses on students thinking independently and perceiving meanings. Teachers facilitate learning but remain mostly silent, correcting through gestures. Students take responsibility for their own learning through peer correction and choosing their own techniques. Progress is evaluated based on increased vocabulary and group work.
Community language learning (CLL)
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
Factors affecting second language learning
The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
Notional functional syllabus
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
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Task based language learning
Task-Based Language Teaching (TBLT) is an approach that provides students opportunities to communicate through completing tasks using language. Tasks involve setting a goal, such as making tea or writing an essay, and using language to achieve that goal. There are four phases to TBLT: pre-task introduction, task cycle of completing the task and planning/reporting, language focus of analyzing and practicing new vocabulary and structures, and post-task follow up with similar tasks.
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This document discusses task-based language learning (TBL-TBI). It defines key characteristics of a task as something learners do using existing language resources to achieve a meaningful goal, which may involve communication between learners. There are two types of tasks: pedagogical and real-world. The document contrasts TBL with the presentation-practice-production (PPP) model, noting that TBL rejects PPP because research shows language is better learned through meaningful interaction, not controlled practice. TBL focuses on using tasks to create interaction and build language skills around task performance.
Task based ppt
This document discusses key concepts in task-based language teaching. It outlines that the focus is on meaningful communication through purposeful activities and tasks. Learners interact and use language to complete tasks, which can be real-world or pedagogical. Tasks increase in difficulty and build on learners' previous experience. Vocabulary and structures are used as tools to communicate. The document also provides examples of tasks and roles for learners and teachers.
The Task-based Teaching
The document discusses task-based language teaching (TBLT) and the use of authentic materials and tasks in language instruction. It describes TBLT as an approach that engages learners in performing meaningful tasks using the target language. Key aspects of TBLT include designing communicative tasks linked to curriculum goals and focusing on both language acquisition and proceduralization. Authentic materials can contextualize learning and include cultural objects, videos, simulations of real-world scenarios. Effective tasks reflect real-life situations and prioritize meaning over form.
Tbi
Task-based instruction is an approach created by Prabhu and Nunan in the 1980s to help learners acquire a second language for communication purposes. It involves completing tasks like warm-ups, pre-tasks, and language analysis activities, with the teacher acting as a facilitator by selecting and adapting tasks and monitoring students. Grammar is taught during the language analysis stage by identifying, analyzing, and correcting errors. Learners take responsibility for their own learning through active participation, self-monitoring, and reflective self-evaluation.
Task Based Instruction by Aylin Aydın, Uludag University
Uludağ University English Language Teaching Department
AYLİN AYDIN ----- march, 2011
Bursa / TURKEY
TPR
TBL, or task-based language learning, is a method of language instruction where students use authentic materials relevant to their needs to complete meaningful tasks with real-world contexts and outcomes. The teacher selects and sequences tasks, prepares learners through pre-task activities that raise awareness of language forms, and allows students to immediately use the target language through task completion.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
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Task-Based Instruction (TBI)
Task-Based Instruction (TBI)
Presented as a requirement of TF 503 Teaching and Learning Strategies and Classroom Management
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Task Based Instruction by Aylin Aydın, Uludag University
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I24 creating engaging teaching materials for 21st century assessments - dow...
I24 creating engaging teaching materials for 21st century assessments - dow...Center for Global Education at Asia Society
Here are a few key points about this exercise:
- It focuses on the interpretive mode, as students are listening to comprehend meaning rather than producing language themselves.
- Listening comprehension is an important skill, but on its own this exercise does not facilitate communication between students.
- To make it more engaging, the exercise could include follow-up questions for students to answer, a task for them to complete based on what they heard, or opportunities for interpersonal exchange between students about the content.
- In general, adding context and an information gap can help turn interpretive exercises into more interactive learning experiences.
So in summary, while interpretive listening is important to practice, the exercise could be enhanced by incorporatingA1 2009
This document outlines the goals and content of an English language course for students at the B2 level. The course aims to improve students' formal communication skills in English and develop autonomous learning strategies. Key course elements include developing oral and written proficiency, expanding vocabulary, and understanding grammar and pronunciation. Topics of study include daily life, health, the environment, education, work, leisure activities, and social issues. The methodology emphasizes an integrated approach and social interaction. Students will be evaluated based on classwork, tests, and portfolio assignments.
capitulo 3 background to language teaching Por Karen Criollo
1. Assessment can be informal (observation and feedback) or formal (tests and exams with marks/grades). Different assessment types serve different purposes like placement, progress monitoring, or achievement evaluation.
2. Effective assessment tasks should reflect course content and teaching methods. Feedback is important to help students improve. Informal assessment is often best for young learners who learn through experience and communication.
3. The document lists and defines common assessment tasks like picture stories, drawing, role-plays, questionnaires, fill-in-the-blank, matching, and notes on student difficulties. The goal is to test various language skills and provide information to
Writing and speaking skill
We are from the 6th group and our presentation is about Writing and Speaking skill with some resource-based learning activities. The questions from the panel-discussion in the class which are still not answered will be answered here. If there are any additional questions, please mention in the comment below, or you can email us right away.
Please kindly wait for further update. Thank you everyone, God Bless :)
Fidi, Kinan and Bunaya :)
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
Task-based Instruction in EFLT
The document provides information about tasks in language teaching. It defines tasks as activities that require students to use language to achieve an outcome or solve a problem. This contrasts with a focus on language structures alone. Effective tasks have real-world relevance, create contexts for language use, and allow teachers to observe student communication. A task-based approach makes tasks central to the learning process rather than merely exercises.
Prezentatre în cadrul seminarului teoretic
This document discusses developing speaking skills through classroom activities. It begins by defining speaking and its components. It then describes four types of classroom activities: 1) drills, 2) performance, 3) participation, and 4) observation activities. Examples of commonly used activities are given, like short speeches, role plays, discussions, and picture sequencing. Evaluation rubrics, teacher suggestions, and developing objectives for students are also outlined.
PYP Language Workshop for Parents (January 2013)
This document provides information about a workshop for parents on language in the PYP. It includes an introduction with an activity to identify important jobs that require strong language skills. It then discusses views on language and has an activity for participants to share what they know and questions they have about the topic. The workshop aims and agenda are presented, covering beliefs about language learning, teaching strategies, how language is broken down in the curriculum, and the importance of mother tongue development. Activities during the workshop involve analyzing images, identifying language strands in the PYP, and learning about conceptual understandings and language acquisition.
Essentials Of Conversation
The document summarizes a presentation on teaching conversation skills to English language learners. It provides an overview of topics covered, including choosing discussion topics, generating questions, managing classroom conversations, giving feedback, and strategies for teaching beginners. Sample classroom activities are described, such as using conversation cards, think-pair-share, and group discussion squares to practice language skills and improve fluency.
Essentials Of Conversation
This is the powerpoint for a post-convention institute at TESOL 2010 in Boston. It was a very experiential four-hour session, so the ppt conveys a limited portion of the content.
DLL_ENGLISH 4_Q1_W1 (1).docx
This document contains a daily lesson log for an English class in Grade 4. The objectives for the week are to appreciate racial diversity, respect differences between people, and be proud of being Filipino. On various days, the class will read stories about characters of different races, learn about long A sounds and plural nouns, discuss what they learn, and complete related activities and assignments. Formative assessment includes having students rehearse presenting what they learned and completing an activity book. The teacher will evaluate the lesson's effectiveness and note any students who require additional support.
PSMLA Presentation October 17, 2014
This document outlines a presentation about developing communicative proficiency in students through task-based instruction and integrated performance assessments (IPAs). It discusses moving from a focus on grammar forms and vocabulary lists to assessing what students can do with the language through interpretive, interpersonal, and presentational modes of communication. The presentation covers how to design IPA-based units, including identifying learning goals, developing formative and summative assessments, and determining necessary grammar and vocabulary. Examples of unit elements like activities, assessments, and rubrics are provided.
CLIL_by_Jon_Wright
Presentation done by Jon Wright at the CLIL-Workshop in Catalonia 2011, at the Department of Education (Departament d'Ensenyament, Generalitat de catalunya,Barcelona 2011). organized by the Servei de Llengües estrangeres.
Teaching speaking
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
TexTESOL Conference October 2015
The document summarizes presentations from the TexTESOL conference in San Antonio in October 2015. It provides information on several sessions focused on tools and techniques for teaching English literacy using comics, academic vocabulary, writing skills, blended learning, critical thinking exercises, and assessing writing ability using the IELTS rubric. Presenters discussed apps and websites for creating comics, online listening exercises, and vocabulary games. Effective strategies included incorporating TED talks, modeling writing skills, and using rubrics to provide structured feedback to students.
TESOL Pedagogy: The Communicative Approach
Communicative Language Teaching (CLT) Methodology
• Emphasis on pair/group work
• Use of authentic materials/situations
• Provides cultural information
• Process vs. product oriented
• Focus on social aspect of learning L2
• Embedding real-life context
• Focus on negotiation of meaning vs. accuracy
Session 5
The document discusses materials and techniques for teaching English as a foreign language. It addresses contextual factors to consider when designing materials, such as whether they are for teaching or testing. It also discusses the differences between language exercises and communicative tasks. As an example, it provides a language exercise asking students to write in the past tense and a communicative task where students exchange personal information about hobbies. The document provides considerations for task design, such as the listening skills required and options for text types that can be used for tasks.
University Ready? Re-focusing IEP Students for Success
The document discusses using tasks to help ESL students gain a more realistic understanding of university expectations. It describes three sample tasks addressing the demands of freshman classes that are designed to surprise students with the level of reading, writing, and workload required. The tasks involve comparing IEP expectations to university syllabi and assignments. The document advocates for a task-based approach to language teaching using authentic materials to link classroom language learning to real-world tasks and communication.
Phase2 lesson plan
This lesson plan aims to teach 20 high school students in Argentina about describing famous people. Students will work in groups to research famous individuals like Messi, DiCaprio, and Obama using online sources. They will fill out a worksheet with details and present their findings. Later, students will match descriptions to pictures and read sentences about the people aloud. The teacher will provide formative feedback and students will listen to audio clips to practice comprehension. The goal is for students to gain experience finding online information in English and describing others.
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I24 creating engaging teaching materials for 21st century assessments - dow...
I24 creating engaging teaching materials for 21st century assessments - dow...
capitulo 3 background to language teaching Por Karen Criollo
capitulo 3 background to language teaching Por Karen Criollo
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The document discusses various superstitions from around the world related to holidays, objects, animals, numbers, and food. It provides examples of superstitions and traditions in countries like the Philippines, China, Spain, and Finland related to New Year's celebrations. It also explores the origins and cultural beliefs behind common superstitions like cracked mirrors, knocking on wood, black cats, walking under ladders, and unlucky numbers. Various creative writing prompts are included for exploring different superstitious topics.
Forum info sessions
The document contains the schedule for an online education forum. It includes plenary speeches, live online lessons, roundtable discussions, workshops, and talks on various education topics. Some of the topics covered include integrating videos and multimedia into lessons, implementing new curriculums, media literacy, developing life competencies, lesson planning, fostering learner autonomy, and conducting classes with social robots. The schedule also includes a closing plenary talk on connecting students during online education.
Meta (teaching tenses with grammar cube)
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This document outlines engaging vocabulary teaching activities and resources for online learning. It discusses the lexical approach to teaching vocabulary, which focuses on words over grammar. The document then provides descriptions and instructions for 10 vocabulary games and activities, including buzz dictation, coding words in pictures, sentence chain games, and story dice apps. It also shares online resources and templates for power point games like tic-tac-toe and battleships. The document emphasizes that language is acquired through understanding large amounts of interesting input, as stated by Stephen Krashen.
Galina meta how_to_spoil_your_lesson
This document discusses ways that teachers can spoil their lessons through poor classroom management. It provides three case studies of potential classroom issues and suggests things teachers should avoid, such as not planning lessons thoroughly, not setting clear timeframes for activities, and not providing concise instructions. The document emphasizes the importance of thorough lesson planning, setting and respecting timeframes, and giving proper instructions to students. It aims to help teachers make better instant decisions to improve classroom management.
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- The document outlines an agenda for a lesson plan that includes identifying story elements, discussing kindness, and describing ways to care for others.
- It provides sample discussion questions to get students thinking about how caring for others and showing people you care about them can make their day better.
- The document also includes links to online tools and resources like story mapping, games, recordings and sample lessons that could be used to teach the topics of kindness and caring for others.
intensifying Adverbs
This document discusses intensifying adverbs and their use to modify adjectives, verbs, and other adverbs to strengthen their meaning. It provides examples of intensifying adverbs like very, absolutely, and really. It distinguishes between gradable adjectives that allow degrees of comparison and ungradable adjectives that express extremes. It notes rules for intensifiers with each adjective type and provides exercises for learners to identify intensifiers and choose the correct one to complete sentences.
English for teachers - Lesson 1
Determine our language goals and create an action plan for learning;
Get to know each other better;
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The document provides requirements for publications to be submitted to the META Conference 2020 on teaching, learning, and leading in the global world. Publications must be original articles between 5-7 pages including references and follow a specific structure. The structure includes the title, author's name and affiliation, an English/Romanian summary of 250-300 words, keywords, and specified sections for empirical studies. References must be in a certain format and listed alphabetically at the end. Articles are to be submitted by email to the provided address by the specified deadline to be considered for publication.
Cover letter_German Artyom
The applicant is applying for the manager position at SkyEngVR. They have worked in IT for over ten years and are passionate about mobile devices and computers. They provided their email and phone number to be contacted about further discussing their qualifications for the role.
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This lesson plan focuses on teaching British and American slang terms through various activities. Students will learn new slang words, practice them in sample dialogues, read a text about how young Brits speak slang, and listen to a song by Lil Dicky to identify slang terms. They will also have the opportunity to compose their own dialogues using slang words and discuss agreeing or disagreeing in speech if time allows. The 50-minute lesson involves warm-up discussion, presentations, readings, exercises and a listening activity to engage students in actively learning and using slang terminology.
Slang in english
To learn some British and American slang terms and practice them in sample
dialogues;
• To practice reading for general idea, listening for gist and writing skills;
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Agenda of the meeting
The meeting agenda discusses sharing ideas on a test case. The objectives are to discuss task requirements and come up with a common solution. Irina will give a 3-5 minute introduction. Alexandra and Elena will each give 10-15 minute presentations, followed by 2-3 minutes of questions and comments from team members. Nikolai will also give a 10-15 minute presentation with another 2-3 minutes of questions and comments. Irina will conclude the meeting in 2-3 minutes. The outcome is for participants to write a follow up illustrating the main ideas and conclusions from the meeting using their notes.
Lesson Observation - statistics/ lesson analysis
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
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This document discusses developing speaking skills in teaching English as a foreign language. It outlines some key characteristics of effective speaking, including using gestures, emphasis, and interacting with the audience. It also lists activities that can promote speaking practice, such as discussions, role-plays, storytelling, picture narration, and reporting. The document provides suggestions for teachers, such as reducing their own speaking time, providing feedback, and diagnosing issues to give targeted practice.
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This document contains a collection of brain teasers and riddles with the answers provided. Some of the puzzles involve wordplay, logic, or thinking outside the box. For example, one teaser asks how to spell "candy" with two letters, to which the answer is "c" and "y". Another asks how 5 minus 2 can equal 4, and the answer is that in Roman numerals, IV is 4 and takes away the letters F and E from FIVE.
Talk for-a-minute
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effective approaches to teaching grammar
This document discusses guided discovery as an approach to teaching grammar. It defines guided discovery as a modified inductive approach that combines deductive and inductive methods. The approach involves first exposing students to language through examples, then having students observe and analyze the language through guided questions before stating a rule and providing practice tasks. The document provides benefits and disadvantages of the student-centered guided discovery approach and outlines a lesson framework for implementing it.
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This document provides information about Cambridge English language examinations and qualifications. It discusses the history and establishment of Cambridge English exams dating back to 1913. It then provides details about several specific Cambridge English exams, including the CEFR level, format, number and length of papers, and content and purpose of each paper. Exams discussed include A2 Key, B1 Preliminary, B2 First, C1 Advanced, and the Teaching Knowledge Test (TKT). Sample exam questions, tasks, and testimonials are also included to demonstrate the exams. The document is intended to inform readers about Cambridge English exams and qualifications.
dyslexia - special needs
1) The document discusses using computerized and mobile technology to help overcome dyslexia and teach students with learning disabilities.
2) It provides examples of computer-assisted lessons and language learning apps that make the learning process more engaging for these students by incorporating multimedia and gamification.
3) The document also outlines how virtual learning communities and adaptive testing accommodations, such as extra time and use of electronic dictionaries, help motivate and support students with dyslexia.
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Task-based instruction
- 1. Developing Learners’ Communicative Competence Through Task-Based Instruction Daniela Munca-Aftenev, PhD ACCELS 2011
- 11. Watch and answer the Q
- 22. Tasks
- 37. Task-Based Activity “ The Most Interesting Person”
- 43. Incorporation of four skills plus culture “ Tasks ” instead of “exercises” Final Thoughts Authentic materials /pictures Feedback