Tbl ppt
•Download as PPT, PDF•
0 likes•525 views
The document discusses task-based teaching and learning. It defines a task as a communicative activity focused on meaning with a final product or goal. During tasks, students create and interact using the target language. They are provided linguistic and cultural resources and are expected to work collaboratively using these resources to complete the task. The instructor acts as a facilitator, guiding the learning process. Tasks are approached initially to activate prior knowledge and explore the topic. Contextual vocabulary and grammar are then practiced through mini-tasks to prepare students for the culminating final task. Instructors may then evaluate students' completion of the final task.
Report
Share
Report
Share
Recommended
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 Syllabus Design
This document discusses the design of a task-based syllabus, focusing on selecting, sequencing, and grading communicative tasks. It compares traditional and communicative curriculum models, noting that a communicative approach forces a rethinking of key questions. Important considerations for communicative tasks include needs, authentic materials, and information exchange. Tasks should be systematically linked to real-world needs and incorporate principles of successful communication and second language acquisition. The document proposes a routine model for grading and selecting tasks based on learners' communicative needs and concludes that tasks must approximate real-world tasks required outside the classroom.
Task based learning
Task-based learning (TBL) is an approach where students learn by completing meaningful tasks using target knowledge. It originates from language education where tasks allow natural and meaningful learning of structures. A task is an activity with a goal that requires using target knowledge like IT. There are six types of tasks including listing, ordering, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves four stages: pre-task where teachers choose materials; task preparation where teachers introduce topics and students prepare; task realization where students complete tasks; and post-task knowledge focus and reflection.
Task Based Instruction by Aylin Aydın, Uludag University
Uludağ University English Language Teaching Department
AYLİN AYDIN ----- march, 2011
Bursa / TURKEY
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.
Task based instruction method
This document outlines the theory and techniques of task-based language instruction. It discusses the roles of the teacher and students, types of tasks, task cycles, modes of interaction, language areas addressed, error correction approaches, advantages and disadvantages. The key aspects are that tasks provide opportunities for meaningful communication and language use, the teacher facilitates while students actively work together to complete tasks using their linguistic resources.
Task-based syllabus design and task sequencing
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
Classroom language 2013
The document discusses classroom language and actions taken within exercises. It focuses on tasks related to being an English teacher, providing context around language used and activities within the classroom setting.
Recommended
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 Syllabus Design
This document discusses the design of a task-based syllabus, focusing on selecting, sequencing, and grading communicative tasks. It compares traditional and communicative curriculum models, noting that a communicative approach forces a rethinking of key questions. Important considerations for communicative tasks include needs, authentic materials, and information exchange. Tasks should be systematically linked to real-world needs and incorporate principles of successful communication and second language acquisition. The document proposes a routine model for grading and selecting tasks based on learners' communicative needs and concludes that tasks must approximate real-world tasks required outside the classroom.
Task based learning
Task-based learning (TBL) is an approach where students learn by completing meaningful tasks using target knowledge. It originates from language education where tasks allow natural and meaningful learning of structures. A task is an activity with a goal that requires using target knowledge like IT. There are six types of tasks including listing, ordering, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves four stages: pre-task where teachers choose materials; task preparation where teachers introduce topics and students prepare; task realization where students complete tasks; and post-task knowledge focus and reflection.
Task Based Instruction by Aylin Aydın, Uludag University
Uludağ University English Language Teaching Department
AYLİN AYDIN ----- march, 2011
Bursa / TURKEY
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.
Task based instruction method
This document outlines the theory and techniques of task-based language instruction. It discusses the roles of the teacher and students, types of tasks, task cycles, modes of interaction, language areas addressed, error correction approaches, advantages and disadvantages. The key aspects are that tasks provide opportunities for meaningful communication and language use, the teacher facilitates while students actively work together to complete tasks using their linguistic resources.
Task-based syllabus design and task sequencing
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
Classroom language 2013
The document discusses classroom language and actions taken within exercises. It focuses on tasks related to being an English teacher, providing context around language used and activities within the classroom setting.
Task-based instruction
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.
Task based language teaching
Task-based language teaching (TBLT) focuses on using authentic tasks to promote meaningful language use. It views tasks as the core unit for planning instruction and is presented as a logical development of communicative language teaching. Some key assumptions of TBLT include focusing on process over product, using purposeful and communicative activities, and sequencing tasks by difficulty level. A task in TBLT is an activity or goal carried out using language. The approach emphasizes learning language through interaction to complete tasks that could be needed in real life or have pedagogical purposes.
Communicative Language Teaching for session with Kazakh teachers of Science
This document discusses the principles and practices of communicative language teaching. It emphasizes using communication as the goal of language instruction rather than just teaching grammar and vocabulary. Some key aspects covered include engaging students, viewing the teacher as a facilitator rather than sole source of knowledge, focusing on student output and interaction rather than just teacher talking time, incorporating authentic materials and tasks, and assessing student performance. The document also addresses considerations for incorporating linguistic elements into lessons in a communicative way and the teacher's role in structuring collaborative group work.
Content based instruction
The document discusses content-based instruction (CBI) as an approach to teaching a second language. CBI uses information from academic subjects as the basis for language lessons rather than focusing solely on linguistic skills. It has several key principles: students learn a second language more effectively when using it to acquire academic content; CBI aligns with learners' needs; and it integrates language and subject learning. The document also reviews different types of CBI, its rationale, observations of CBI principles in practice, and techniques used in CBI like dictogloss, graphic organizers, and process writing.
Task Based Language Teaching- Rod Ellis
This document discusses Task-Based Language Teaching (TBLT). It provides background on the origins of TBLT from Dewey's views and contributions from various scholars. It defines key concepts like task-focused vs unfocused tasks and compares tasks to situational grammar exercises. It outlines the typical structure of a task-based lesson with pre-task, main task, and post-task phases. It also discusses common misunderstandings and problems in implementing TBLT, and provides solutions and principles for effective implementation, emphasizing the need to tailor tasks to proficiency levels and allow for planning, training, and teacher understanding.
Unit 9 presentation
The document discusses 13 types of syllabuses used in English language teaching. It notes that while there are many types, actual language teaching syllabuses usually integrate elements of multiple approaches. It provides brief descriptions of procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical syllabuses. It concludes that combining aspects of different syllabus types is most effective in practice.
2 g curriculum
The document summarizes the key aspects of Algeria's 2nd generation English language curriculum. It describes the curriculum as combining a competency-based, problem-solving approach with project work. It emphasizes learner-centered teaching that is tailored to students' needs, interests, and uses techniques like pre-listening activities. The curriculum also aims to teach values like national identity and citizenship. It focuses on developing cross-curricular competencies in students like intellectual, methodological, communicative, and personal/social skills. Finally, it discusses how English can support and benefit from other subjects through an integrated approach.
Coursebook analysis
This document analyzes an English language coursebook published in 2000 by Oxford University Press. The coursebook follows a mixed/multi-strand syllabus combining topics, tasks, grammar, vocabulary and functions in each unit. Each unit includes a starter, topic, grammar spot, practice exercises and integrated skills activities to enhance communicative skills. The materials include 50% authentic and 50% unreal texts, with a traditional sequencing of presentation, practice, production activities.
Overview of Syllabus, Didactic Module
The document outlines the structure and components of an English classroom curriculum, including 6 units per year divided into themes and topics covered over 2-week periods, with students completing integrated mini-projects. It provides details on syllabus organization, scope and sequence of didactic modules, examples of detailed lesson plans, and lists additional resources like short texts, phonology activities, and optional materials.
Syllabus design, penny ur
A syllabus provides an overview of the content, schedule, assessment methods, and objectives of a language course. It includes a list of the linguistic items, topics, and tasks to be covered, as well as the order in which they will be taught. The syllabus is an official document that is public-facing and subject to review by educational authorities. It serves as a guide for both teachers and students. There are various types of language syllabi that organize content differently, such as being grammar-based, topic-based, or functional.
Aspects of task based syllabus design
The document discusses key aspects of task-based syllabus design. It defines tasks as communicative acts with non-linguistic outcomes. A task-based syllabus begins with a needs analysis to identify real-world target tasks learners need to perform. The syllabus then sequences pedagogical tasks and language exercises to develop the skills enabling learners to complete the tasks.
Class planning - May 31
(1) The class will focus on vocabulary and structures related to classroom rules and imperatives. (2) Students will play a warm up game and work on key vocabulary words. (3) The main activity will be creating posters with classroom rules using imperatives, which students will present to the class.
What is a Syllabus in Language Teaching?
This document discusses different types of syllabus approaches including product-oriented, process-oriented, and natural approach syllabuses. Product-oriented syllabuses include synthetic, analytic, grammatical, and functional-notional syllabuses which are organized by parts of language, purposes, grammar notions, and realistic tasks. Process-oriented syllabuses are organized around procedural tasks and include content, task-based, and natural approach syllabuses which specify tasks and activities, use experiential contexts, and emphasize comprehension before production. The document also outlines a teaching curriculum model of needs analysis, goal identification, objective setting, and evaluation.
Content based-instruction1
This document discusses content-based instruction (CBI), a method of language teaching where the content and language are taught together using themes or topics. CBI focuses on communicating meaning rather than language structure alone. The teacher acts as an expert in the subject matter and elicits knowledge from students, who are autonomous and active learners. Grammar is not taught independently, but as part of vocabulary and discourse. CBI has advantages like increased motivation and confidence for students, but also challenges like ensuring language levels are appropriate and finding suitable content sources.
Intro to Module Planning in Adult ESL
This document discusses planning instruction for language learners using modules and themes. It explains that a module plan specifies what language tasks and context information will be taught, rather than actual lesson plans. Module plans take a theme-based approach, using broad topic areas like health and safety to provide context for interrelated language tasks and recycling of information. The document also defines key terms like language tasks, authentic texts, and background information.
Syllabuses and Coursebook
The document discusses different approaches to syllabus design in language teaching. It describes several types of syllabuses including grammar-based, lexical, functional, situational, topic-based, and task-based syllabuses. It also discusses criteria for effective syllabus design such as learnability, frequency, coverage, and usefulness. Finally, it introduces the concept of a multi-syllabus approach that combines elements from different syllabus types.
On syllabus design tefl32011
The document discusses various types of syllabus approaches that have been used in language teaching, including structural/grammar, notional/functional, situational, skill-based, task-based, content-based, and lexical based syllabi. It also defines curriculum and syllabus design, explaining that syllabus design focuses more narrowly on selecting and grading content within the broader curriculum.
Lesson Planning, Homework, Assessment for session with Kazakh teachers of Sci...
This document discusses various aspects of lesson planning, homework, and assessment for English language teaching. It provides an overview of different approaches to lesson planning such as identifying learning objectives and frameworks like PPP. It also discusses purposes of homework and challenges. For assessment, it touches on defining assessment, what should be tested, and considerations around grading. The overall document serves as a reference for English teachers on these key topics.
Lesson plan 7(1)
Lesson plan for October 17th focuses on animals. The aims are to assess student learning of animals, adjectives, and verbs as well as improve speaking skills. Objectives are to use previous language and practice speaking. There are three activities - an individual worksheet to assess knowledge, pair work where students act out animal descriptions using masks, and a word search activity. The lesson aims to assess students and promote confidence through speaking practice.
Now present vs be going to
The English Language Department document provides information about a teacher. It lists Danitza Lazcano Flores as the teacher for the English Language Department. Unfortunately, the single sentence document does not provide much additional context or details about the department, courses, or other relevant information.
1st LODandOntology studysession aboutRDF
1st LOD and Ontology study session @Osaka University Nakanoshima Center
More Related Content
What's hot
Task-based instruction
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.
Task based language teaching
Task-based language teaching (TBLT) focuses on using authentic tasks to promote meaningful language use. It views tasks as the core unit for planning instruction and is presented as a logical development of communicative language teaching. Some key assumptions of TBLT include focusing on process over product, using purposeful and communicative activities, and sequencing tasks by difficulty level. A task in TBLT is an activity or goal carried out using language. The approach emphasizes learning language through interaction to complete tasks that could be needed in real life or have pedagogical purposes.
Communicative Language Teaching for session with Kazakh teachers of Science
This document discusses the principles and practices of communicative language teaching. It emphasizes using communication as the goal of language instruction rather than just teaching grammar and vocabulary. Some key aspects covered include engaging students, viewing the teacher as a facilitator rather than sole source of knowledge, focusing on student output and interaction rather than just teacher talking time, incorporating authentic materials and tasks, and assessing student performance. The document also addresses considerations for incorporating linguistic elements into lessons in a communicative way and the teacher's role in structuring collaborative group work.
Content based instruction
The document discusses content-based instruction (CBI) as an approach to teaching a second language. CBI uses information from academic subjects as the basis for language lessons rather than focusing solely on linguistic skills. It has several key principles: students learn a second language more effectively when using it to acquire academic content; CBI aligns with learners' needs; and it integrates language and subject learning. The document also reviews different types of CBI, its rationale, observations of CBI principles in practice, and techniques used in CBI like dictogloss, graphic organizers, and process writing.
Task Based Language Teaching- Rod Ellis
This document discusses Task-Based Language Teaching (TBLT). It provides background on the origins of TBLT from Dewey's views and contributions from various scholars. It defines key concepts like task-focused vs unfocused tasks and compares tasks to situational grammar exercises. It outlines the typical structure of a task-based lesson with pre-task, main task, and post-task phases. It also discusses common misunderstandings and problems in implementing TBLT, and provides solutions and principles for effective implementation, emphasizing the need to tailor tasks to proficiency levels and allow for planning, training, and teacher understanding.
Unit 9 presentation
The document discusses 13 types of syllabuses used in English language teaching. It notes that while there are many types, actual language teaching syllabuses usually integrate elements of multiple approaches. It provides brief descriptions of procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical syllabuses. It concludes that combining aspects of different syllabus types is most effective in practice.
2 g curriculum
The document summarizes the key aspects of Algeria's 2nd generation English language curriculum. It describes the curriculum as combining a competency-based, problem-solving approach with project work. It emphasizes learner-centered teaching that is tailored to students' needs, interests, and uses techniques like pre-listening activities. The curriculum also aims to teach values like national identity and citizenship. It focuses on developing cross-curricular competencies in students like intellectual, methodological, communicative, and personal/social skills. Finally, it discusses how English can support and benefit from other subjects through an integrated approach.
Coursebook analysis
This document analyzes an English language coursebook published in 2000 by Oxford University Press. The coursebook follows a mixed/multi-strand syllabus combining topics, tasks, grammar, vocabulary and functions in each unit. Each unit includes a starter, topic, grammar spot, practice exercises and integrated skills activities to enhance communicative skills. The materials include 50% authentic and 50% unreal texts, with a traditional sequencing of presentation, practice, production activities.
Overview of Syllabus, Didactic Module
The document outlines the structure and components of an English classroom curriculum, including 6 units per year divided into themes and topics covered over 2-week periods, with students completing integrated mini-projects. It provides details on syllabus organization, scope and sequence of didactic modules, examples of detailed lesson plans, and lists additional resources like short texts, phonology activities, and optional materials.
Syllabus design, penny ur
A syllabus provides an overview of the content, schedule, assessment methods, and objectives of a language course. It includes a list of the linguistic items, topics, and tasks to be covered, as well as the order in which they will be taught. The syllabus is an official document that is public-facing and subject to review by educational authorities. It serves as a guide for both teachers and students. There are various types of language syllabi that organize content differently, such as being grammar-based, topic-based, or functional.
Aspects of task based syllabus design
The document discusses key aspects of task-based syllabus design. It defines tasks as communicative acts with non-linguistic outcomes. A task-based syllabus begins with a needs analysis to identify real-world target tasks learners need to perform. The syllabus then sequences pedagogical tasks and language exercises to develop the skills enabling learners to complete the tasks.
Class planning - May 31
(1) The class will focus on vocabulary and structures related to classroom rules and imperatives. (2) Students will play a warm up game and work on key vocabulary words. (3) The main activity will be creating posters with classroom rules using imperatives, which students will present to the class.
What is a Syllabus in Language Teaching?
This document discusses different types of syllabus approaches including product-oriented, process-oriented, and natural approach syllabuses. Product-oriented syllabuses include synthetic, analytic, grammatical, and functional-notional syllabuses which are organized by parts of language, purposes, grammar notions, and realistic tasks. Process-oriented syllabuses are organized around procedural tasks and include content, task-based, and natural approach syllabuses which specify tasks and activities, use experiential contexts, and emphasize comprehension before production. The document also outlines a teaching curriculum model of needs analysis, goal identification, objective setting, and evaluation.
Content based-instruction1
This document discusses content-based instruction (CBI), a method of language teaching where the content and language are taught together using themes or topics. CBI focuses on communicating meaning rather than language structure alone. The teacher acts as an expert in the subject matter and elicits knowledge from students, who are autonomous and active learners. Grammar is not taught independently, but as part of vocabulary and discourse. CBI has advantages like increased motivation and confidence for students, but also challenges like ensuring language levels are appropriate and finding suitable content sources.
Intro to Module Planning in Adult ESL
This document discusses planning instruction for language learners using modules and themes. It explains that a module plan specifies what language tasks and context information will be taught, rather than actual lesson plans. Module plans take a theme-based approach, using broad topic areas like health and safety to provide context for interrelated language tasks and recycling of information. The document also defines key terms like language tasks, authentic texts, and background information.
Syllabuses and Coursebook
The document discusses different approaches to syllabus design in language teaching. It describes several types of syllabuses including grammar-based, lexical, functional, situational, topic-based, and task-based syllabuses. It also discusses criteria for effective syllabus design such as learnability, frequency, coverage, and usefulness. Finally, it introduces the concept of a multi-syllabus approach that combines elements from different syllabus types.
On syllabus design tefl32011
The document discusses various types of syllabus approaches that have been used in language teaching, including structural/grammar, notional/functional, situational, skill-based, task-based, content-based, and lexical based syllabi. It also defines curriculum and syllabus design, explaining that syllabus design focuses more narrowly on selecting and grading content within the broader curriculum.
Lesson Planning, Homework, Assessment for session with Kazakh teachers of Sci...
This document discusses various aspects of lesson planning, homework, and assessment for English language teaching. It provides an overview of different approaches to lesson planning such as identifying learning objectives and frameworks like PPP. It also discusses purposes of homework and challenges. For assessment, it touches on defining assessment, what should be tested, and considerations around grading. The overall document serves as a reference for English teachers on these key topics.
Lesson plan 7(1)
Lesson plan for October 17th focuses on animals. The aims are to assess student learning of animals, adjectives, and verbs as well as improve speaking skills. Objectives are to use previous language and practice speaking. There are three activities - an individual worksheet to assess knowledge, pair work where students act out animal descriptions using masks, and a word search activity. The lesson aims to assess students and promote confidence through speaking practice.
Now present vs be going to
The English Language Department document provides information about a teacher. It lists Danitza Lazcano Flores as the teacher for the English Language Department. Unfortunately, the single sentence document does not provide much additional context or details about the department, courses, or other relevant information.
What's hot (20)
Communicative Language Teaching for session with Kazakh teachers of Science
Communicative Language Teaching for session with Kazakh teachers of Science
Lesson Planning, Homework, Assessment for session with Kazakh teachers of Sci...
Lesson Planning, Homework, Assessment for session with Kazakh teachers of Sci...
Viewers also liked
1st LODandOntology studysession aboutRDF
1st LOD and Ontology study session @Osaka University Nakanoshima Center
Autoimmune
The document discusses the body's normal immune tolerance to self antigens and how autoimmunity can arise when tolerance is broken. It provides several potential triggers for autoimmunity, including viral infection, certain drugs, molecular mimicry between foreign and self antigens, hormones, defects in the immune network, and bypassing regulatory T cells. Autoantibodies can be present at low levels normally but disease occurs when their production increases massively due to multiple interacting factors occurring in the right space and time.
Abbildung_QM_jMS_Staffadvance.pdf
Übersicht Qualitätsmanagement jMS
[http://www.lifepr.de?boxid=206786]
Mellusi's-Curriculum-Vitae
This curriculum vitae outlines the personal and professional details of Sallust Ntsozisela Mellusi Coka. It details his educational background including a ND in Packaging Management and BTech in Logistics. It provides employment history in sales and logistics roles in the packaging industry from 1996 to present. Contact details are given for 13 references from previous employers who can verify his work experience and skills.
Medios de transmisión
Los medios de transmisión constituyen el soporte físico a través del cual el emisor y receptor pueden comunicarse. Existen dos tipos: medios guiados como el cable coaxial y fibra óptica, que conducen las ondas a través de un camino físico, y medios no guiados como el aire y vacío, que proporcionan un soporte para las ondas pero no las dirigen. La naturaleza del medio y la señal transmitida determinan las características y calidad de la transmisión.
Slide share jsish_gold_script_training
training for GOLD (goal-oriented learning design) method described by Ikegami
To get the right candidates on demand
Jobs Guru is a leading staffing agency in Ludhiana with over 15,000 candidates in their database. They provide qualified candidates across various fields like administration, accounting, engineering, IT, and more. Clients can contact the agency to get the right candidates on demand for their staffing needs. Jobs Guru aims to offer a friendly, personal, and professional recruitment service to clients.
Teste Diagnóstico
1) O documento apresenta um teste de diagnóstico sobre conceitos económicos como taxas de natalidade, mortalidade e crescimento populacional.
2) O teste fornece dados demográficos de um país e pede para calcular várias taxas e indicadores com base nesses dados, como a taxa de mortalidade e crescimento natural.
3) O teste também contém afirmações sobre conceitos económicos para classificar como verdadeiras ou falsas, como a definição de taxa de natalidade e setores de atividade econômica.
学習者・指導者の恐れ・不安への処方
学びの場面での学習者と指導者の不安・恐れの物語、心理学的機序、教授システム学を応用した処方。
Stories and prescriptions for fear and anxiety in learning with instructional design for both learners and teachers.
Fomento da atividade empresarial nos municípios desenvolvimento local
Este documento discute a promoção da atividade empresarial nos municípios capixabas através de projetos de polarização empresarial como polos, quadras e centros empresariais. A Suppin, autarquia vinculada à secretaria de desenvolvimento do estado, auxilia os municípios na elaboração de estudos de viabilidade técnica e econômica para a implantação destes projetos com o objetivo de dinamizar a economia local e descentralizar o desenvolvimento.
振り返り会話練習の場としての心肺蘇生術コース
心肺蘇生術コースから持ち帰り、現場で役立つ可能性があるのは、心肺蘇生術そのものよりも振り返り学習の技能である。
To gain ability of debriefing facilitation is primary goal of cardio-pulmonary resuscitation course, because debriefing would be used as learning method in daily practice of healthcare professionals.
Viewers also liked (20)
Fomento da atividade empresarial nos municípios desenvolvimento local
Fomento da atividade empresarial nos municípios desenvolvimento local
Similar to Tbl ppt
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.
Task-based Language Teaching TBLT
This document discusses task-based language teaching (TBLT). It defines TBLT as an approach where students learn language through completing meaningful tasks, with the goal of communicating to achieve an outcome. The document contrasts synthetic and analytic syllabi, noting TBLT falls under analytic. It explains the stages of a TBLT lesson as pre-task, task, planning, report, analysis, and practice. Key advantages are that it offers a natural context, explores language needs, and is communicative and motivating for students. An example methodology is given where the teacher provides a topic and guidance for students to work in groups to collect information and present their projects.
The ppp method
The PPP method is a widely used teaching method with three stages: presentation, practice, and production. In the presentation stage, new language is introduced through activities like warm-ups and examples. The practice stage focuses on form, with drills and exercises for controlled practice and error correction. In the production stage, students use the new language in less structured tasks like communicative activities and personal interactions to promote fluency.
Supporting ELL Students with MAISA Units
This document discusses strategies for supporting English language learners (ELLs) in a literacy workshop model. It explains that ELL students need context-embedded, cognitively demanding instruction with high expectations. The Sheltered Instruction Observation Protocol (SIOP) model provides research-validated strategies to maintain cognitive demands while modifying instruction, such as building background, using clear language and content objectives, scaffolding with models and visuals, and providing interaction opportunities. The document shows how SIOP strategies can be integrated within different parts of the workshop model, including connecting to purpose, modeling, guided practice, independent practice, and sharing time. Sentence frames are also recommended to support student participation.
Lesson Planing
This document provides guidance on lesson planning for ESL teachers. It discusses the purpose of lesson planning, which is to carefully structure lessons and allow flexibility. An example pre-lesson plan template is given to outline topics, objectives, activities and timing. The document stresses preparing grammar, vocabulary and materials before class. It gives an example lesson plan on active and passive voice, including introducing topics, grouping activities, and feedback. Lesson planning is presented as an essential skill for organizing and pacing an effective English lesson.
Module five task based learning; project based learning and content based ...
The document discusses task-based language teaching and project work. It describes tasks as activities that use students' available language to solve problems or share experiences. Tasks provide opportunities for negotiation of meaning. The document then outlines a 12-week project where students work in groups to choose a topic, design a questionnaire, collect and analyze data, and present their findings. The project aims to provide authentic language use and motivation while developing students' questioning, presentation, and collaboration skills.
TBL presentation.pptx
This document discusses task-based learning (TBL) as an alternative method for teaching English to children ages 5-10 using arts. TBL involves having students complete a central task using the language resources available to them, with the teacher monitoring and offering support. The key steps in TBL include: 1) introducing the topic and instructions for the task, 2) students completing the task in groups, 3) students planning a report of their task, 4) students presenting their report, 5) teacher providing feedback, and 6) practicing relevant language. Advantages of TBL include developing a natural context for language use, varied exposure, and addressing language needs that emerge from task completion.
Planning and Managing End-of-Unit Integration Activitiesraw[1][1] (1)[2].pptx
Planning and Managing End-of-Unit Integration Activities for middle school teachers
Planificación (planing task)
This document outlines a 4-week unit plan for teaching English to first year secondary students. The unit focuses on teen life and uses reading, writing, listening, and speaking activities. Each week targets different learning outcomes and includes 3 lessons with activities, the teacher's role, and materials. Activities progress from exchanging personal information to writing introductions to comparing adjectives. The plan aims to develop language skills while fostering cultural understanding and appreciation of diversity. Reflecting on developing the plan helped the teachers better understand the role of establishing clear learning goals and considering time and context constraints.
Presentasi cbi ku
CBI is an instructional approach that emphasizes learning content over language. It has grown in popularity for teaching ESL and EFL. CBI provides students opportunities to be exposed to English through academic content. It can integrate language and content learning in different models, including content-driven, language-driven, and sheltered models. Effective CBI requires strategies like cooperative learning, task-based activities, and graphic organizers to help students comprehend and communicate around academic subjects in English.
Task based-language-teaching k om
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use rather than language forms. There are three main elements in TBLT: language data, information, and opportunities for practice. A task is an activity where learners use the target language for a communicative purpose. TBLT advocates like David Nunan and C. Candlin believe it provides a natural context for language learning. The rationale for TBLT is that tasks provide both input and output practice for acquisition, and task performance is motivating for learners. A key part of TBLT is the task cycle, which involves pre-task preparation
Activity 1.4.1 royal decree
The document outlines methodology guidelines for teaching English in the curriculum of Castilla-La Mancha. It states that classes must be taught in English using communicative tasks and projects. The teacher's role is to design learning situations that allow for problem solving, application of knowledge, and student activity. Methodologies should be action-based, use language for real communication purposes, and involve practical learning, teaching and assessment. Assessment should include self-assessment, group assessment, and peer assessment using tools like observation, tests, and portfolios.
British council resources ii
The document provides information about various teaching methodologies and lesson planning techniques. It discusses the key elements of the Task-Based Learning (TBL) approach, including using authentic tasks to encourage communication over language practice. Some benefits of TBL mentioned are that it focuses on real communication, learns based on student needs, and exposes students to a variety of language in context. The document also briefly outlines several other approaches: Presentation-Practice-Production (PPP), Test-Teach-Test (TTT), Project-Based Learning (PBL), and the ARC model of Authentic, Restricted, Clarification.
Ms4 annual plan
Salam
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
MONE June 2017
Ms4 annual plan
The document provides an overview of the annual English learning plan for 4th year middle school students in Tunisia. It consists of 5 projects over the school year, each lasting 5-11 weeks. Each project follows the same structure: 1) Language learning focusing on grammar, vocabulary and pronunciation, 2) Skills building where students practice reading and writing, 3) Assessment of students, and 4) Remediation as needed. The first project focuses on food and restaurants, the second on citizenship and sustainable development, and so on, covering a variety of topics to improve students' English communication skills.
Task Based Language Learning
TBLL focuses on using authentic language tasks to promote meaningful communication. It uses real-world tasks to encourage interaction and language learning through purposeful engagement rather than isolated practice. Errors are seen as natural parts of the learning process as a learner's interlanguage develops over time. TBLL lessons follow a task cycle of preparation, task completion in groups, planning a report, and analysis to focus on language.
Expoamericancultureproject
This document discusses a project conducted to improve the communicative English skills of 9th grade students at Domingo Savio school through project-based activities centered around United States culture. The project aimed to engage students and encourage language learning by using meaningful, authentic content instead of just focusing on grammar lessons. It involved integrating language skills and cultural topics related to foods, dances, and clothing of the US. Student attitudes, language skill use, and the effectiveness of content-based, task-based, and project-based teaching methods were evaluated. The theoretical framework discussed content-based instruction and how embedding language learning within engaging subject matter can increase motivation and empower students to communicate competently.
Point task based-learning
Task-based learning involves communicative activities ranging from simple exercises to complex problem-solving. The teacher's role is to plan activities and guide students through three steps: (1) introducing the task, (2) having students complete the task in groups, and (3) focusing on language after by having students analyze examples. The goals of task-based learning are to practice language through interaction, encourage group work, and evaluate student progress.
Epc for exelearning first term
This document outlines a teaching unit for a Language B diploma program course. The unit will cover language acquisition through six sessions focused on introducing students to the IB program and assessing their current language skills. Students will learn about the IB learner profile, assessment criteria, and conceptual themes. Formative assessments include class discussions, note-taking, and a mock PET exam. The goal is for students to internalize key concepts and identify their strengths and weaknesses to improve their language skills.
01 Approaches to Language Teaching
This document discusses different approaches to language teaching, including structural, task-based learning, presentation-practice-production, lexical, functional, communicative, grammar-translation, total physical response, guided discovery, content-based learning, and content and integrated learning. For each approach, it describes the view of language, view of language learning, and typical classroom practices associated with that approach.
Similar to Tbl ppt (20)
Module five task based learning; project based learning and content based ...
Module five task based learning; project based learning and content based ...
Planning and Managing End-of-Unit Integration Activitiesraw[1][1] (1)[2].pptx
Planning and Managing End-of-Unit Integration Activitiesraw[1][1] (1)[2].pptx
Recently uploaded
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
一比一原版(lbs毕业证书)英国伦敦商学院毕业证如何办理
原版一模一样【微信：741003700 】【(lbs毕业证书)英国伦敦商学院毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(lbs毕业证书)英国伦敦商学院毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(lbs毕业证书)英国伦敦商学院毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(lbs毕业证书)英国伦敦商学院毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(lbs毕业证书)英国伦敦商学院毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
❽❽❻❼❼❻❻❸❾❻ DPBOSS NET SPBOSS SATTA MATKA RESULT KALYAN MATKA GUESSING FREE KA...
DPBOSS NET SPBOSS SATTA MATKA RESULT KALYAN MATKA GUESSING FREE KALYAN FIX JODI ANK LEAK FIX GAME BY DP BOSS MATKA SATTA NUMBER TODAY LUCKY NUMBER FREE TIPS ...
IMG_20240615_091110.pdf dpboss guessing
Satta matka fixx jodi panna all market dpboss matka guessing fixx panna jodi kalyan and all market game liss cover now 420 matka office mumbai maharashtra india fixx jodi panna
Call me 9040963354
WhatsApp 9040963354
Kanban Coaching Exchange with Dave White - Example SDR Report
Slides from the June 2024 Kanban Coaching Exchange with Dave White. He talked about the Service Delivery Review.
The Enigmatic Gemini: Unveiling the Dual Personalities
Explore the fascinating world of the Gemini Zodiac Sign, where duality reigns supreme. Discover the personality traits, important dates, and horoscope insights that define the ever-curious and communicative Gemini.
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART INDIA MATKA KALYAN SATTA MATKA 420 INDIAN MATKA SATTA KING MATKA FIX JODI FIX FIX FIX SATTA NAMBAR MATKA INDIA SATTA BATTA
Lukas Rycek - GreenChemForCE - project structure.pptx
Projekt GreenChemForCE
Podporujeme zelený chemický průmysl ve střední Evropě
NewBase 20 June 2024 Energy News issue - 1731 by Khaled Al Awadi_compressed.pdf
Greetings,
Hawk Energy is pleased to present you with the latest energy news
NewBase 20 June 2024 Energy News issue - 1731 by Khaled Al Awadi
Regards.
Founder & S.Editor - NewBase Energy
Khaled M Al Awadi, Energy Consultant
MS & BS Mechanical Engineering (HON), USAGreetings,
Hawk Energy is pleased to present you with the latest energy news
NewBase 20 June 2024 Energy News issue - 1731 by Khaled Al Awadi
Regards.
Founder & S.Editor - NewBase Energy
Khaled M Al Awadi, Energy Consultant
MS & BS Mechanical Engineering (HON), USAGreetings,
Hawk Energy is pleased to present you with the latest energy news
NewBase 20 June 2024 Energy News issue - 1731 by Khaled Al Awadi
Regards.
Founder & S.Editor - NewBase Energy
Khaled M Al Awadi, Energy Consultant
MS & BS Mechanical Engineering (HON), USAGreetings,
Hawk Energy is pleased to present you with the latest energy news
NewBase 20 June 2024 Energy News issue - 1731 by Khaled Al Awadi
Regards.
Founder & S.Editor - NewBase Energy
Khaled M Al Awadi, Energy Consultant
MS & BS Mechanical Engineering (HON), USAGreetings,
Hawk Energy is pleased to present you with the latest energy news
NewBase 20 June 2024 Energy News issue - 1731 by Khaled Al Awadi
Regards.
Founder & S.Editor - NewBase Energy
Khaled M Al Awadi, Energy Consultant
MS & BS Mechanical Engineering (HON), USAGreetings,
Hawk Energy is pleased to present you with the latest energy news
NewBase 20 June 2024 Energy News issue - 1731 by Khaled Al Awadi
Regards.
Founder & S.Editor - NewBase Energy
Khaled M Al Awadi, Energy Consultant
MS & BS Mechanical Engineering (HON), USA
Adani Group Requests For Additional Land For Its Dharavi Redevelopment Projec...
It will bring about growth and development not only in Maharashtra but also in our country as a whole, which will experience prosperity. The project will also give the Adani Group an opportunity to rise above the controversies that have been ongoing since the Adani CBI Investigation.
Dpboss Satta Matta Matka Kalyan Chart Indian Matka
dpboss,Sattamatka,satta,matka,satta matka,kalyan weekly chart.kalyan chart. Kalyan jodi chart.kalyan penal chart.kalyan today.kalyan open.fix satta, fix fix fix Satta matka nambar,Sattamatka Win Provide The Best strategy to win a lot of money and Get Best Satta Matka Tips On Every Market & Fix Fix Fix Satta Namber, Satta Matka, Kalyan Matka, Matka Guessing, Satta Matka Result, and Matka Bazar. Satta Bazar, Matka Game, Kalyan Panel Chart, Sattaking143 Number Weekly Jodi, Matka Guessing Final Ank Open Close. Fix Fix FixSatta Nambar prabhat satta. Kalyan panel chart 2020–2010 Kalyan Night Chart, Indian Satta King Satta. Matka Result, Fix Matka, Satta Market, Matka Market, Matka, sattamatka, main ratan panel chart, mumbai panel chart. Milan panel chart, Matka one, simple matka guessing, param matka guessing trick 143 surya alex, satta, Dpboss, sattamatka, boss matka, matka boss,Satta Boss Tara Matka, Rajdhani Night Chart, and Golden Dubai Matka.Sattamatka Madhur Satta, Fastest Matka Satka Batta. Matka 420 Matka Boss, Kalyan Wapka Mobi Site 100 Tricks,Kalyan Night Panel Chart. Milan night panel chart, time bazar khiladi 420. Sona matka 111 420, boss 440, matka india net, weekly Indian Satta fix ank otg. Satta Matka Cool Tag- matka result, matka guessing, satta matta matka 143, dpboss, matka guessing fix Jodi, matka guessing 143, matka guessing dpboss, kalyan chart, Fix fix 3 ank today, Fix fix 3 ank 143, kalyan chart, kalyan final, kalyan open fix pana, fix fix 3 ank 4 ank, fix fix 3 ank time bazar, kalyan chart fix open to close Fix fix 3 ank kalyan, Fix fix 3 ank chart, fix fix fix open, 100 fix ank, , kalyan fix open 143, kalyan fix open guessing, kalyan open, kalyan 100 fix open today,
Easy Earnings Through Refer and Earn Apps Without KYC.pptx
Learn how to make extra money with refer and earn apps that don’t require KYC. Find out the advantages, top apps, and strategies to boost your earnings quickly and easily.
Enabling Digital Sustainability by Jutta Eckstein
This is a New Zealand wide meetup event with meetup groups from Auckland, Wellington and Christchurch attending and open to anyone with an interest in digital sustainability or agile. All welcome. Joke, this is how it started. Jutta is now also available in Germany, i.e. hosted by Berlin/Brandenburg
According to the World Economic Forum, digital technologies can help reduce global carbon emissions by up to 15%. However, digitalization also comes with some challenges. Thus, if we want to make a positive impact by increasing sustainability, we need to address challenges like the digital divide, energy consumption of IT, or the rise of electronic waste. In this talk, I want to explore how Agile can help to leverage Digital Sustainability.
japanese language course in delhi near me
Next is the Nihon Language Academy in East Delhi, renowned for its comprehensive curriculum and interactive teaching methods. They boast a faculty of experienced educators with a blend of both Indian and Japanese nationals. The academy provides extensive support for JLPT exam preparation along with personalized tutoring sessions if needed. Nihon Language Academy also arranges exchange programs with partner institutes in Japan, which provides students an opportunity to experience Japanese culture and language first-hand.
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART KALYAN CHART
Cover Story - China's Investment Leader - Dr. Alyce SU
In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
China’s official organizer of the Expo, CCPIT (China Council for the Promotion of International Trade https://en.ccpit.org/) has chosen Dr. Alyce Su as the Cover Person with Cover Story, in the Expo’s official magazine distributed throughout the Expo, showcasing China’s New Generation of Leaders to the World.
Truck Loading Conveyor Manufacturers Chennai
https://conveyorManufacturersManufacturers.com/
#bangalore #hyderabad #cochin #chennai #munnar #ooty #mysore #alappuzha #pondicherry #madurai #karnataka #tirupati #visakhapatnam #coimbatore #kerala #thanjavur #thiruvananthapuram #andhra #telangana #tamilnadu #andamanandnicobar #lakshadweep #hubli #secunderabad #kozhikode #mangaluru #trichy #palakkad #dharwad #kurnool #kottayam #raichur #amravati #vijayawada #kanyakumari #rameshwaram #warangal #mahabalipuram #mumbai #pune #nashik
2024.06 CPMN Cambridge - Beyond Now-Next-Later.pdf
Slides presented by Phil Hornby, Founder and Director of "for product people", at Cambridge Product Management Network, on Monday 17th June 2024.
Recently uploaded (20)
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
❽❽❻❼❼❻❻❸❾❻ DPBOSS NET SPBOSS SATTA MATKA RESULT KALYAN MATKA GUESSING FREE KA...
❽❽❻❼❼❻❻❸❾❻ DPBOSS NET SPBOSS SATTA MATKA RESULT KALYAN MATKA GUESSING FREE KA...
Kanban Coaching Exchange with Dave White - Example SDR Report
Kanban Coaching Exchange with Dave White - Example SDR Report
The Enigmatic Gemini: Unveiling the Dual Personalities
The Enigmatic Gemini: Unveiling the Dual Personalities
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Lukas Rycek - GreenChemForCE - project structure.pptx
Lukas Rycek - GreenChemForCE - project structure.pptx
NewBase 20 June 2024 Energy News issue - 1731 by Khaled Al Awadi_compressed.pdf
NewBase 20 June 2024 Energy News issue - 1731 by Khaled Al Awadi_compressed.pdf
Adani Group Requests For Additional Land For Its Dharavi Redevelopment Projec...
Adani Group Requests For Additional Land For Its Dharavi Redevelopment Projec...
Dpboss Satta Matta Matka Kalyan Chart Indian Matka
Dpboss Satta Matta Matka Kalyan Chart Indian Matka
Easy Earnings Through Refer and Earn Apps Without KYC.pptx
Easy Earnings Through Refer and Earn Apps Without KYC.pptx
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Cover Story - China's Investment Leader - Dr. Alyce SU
Cover Story - China's Investment Leader - Dr. Alyce SU
2024.06 CPMN Cambridge - Beyond Now-Next-Later.pdf
2024.06 CPMN Cambridge - Beyond Now-Next-Later.pdf
Tbl ppt
- 1. Learning by Doing Task-Based Teaching and Learning Task: communicative activity focused on meaning, there is a final product or goal Students: create and interact in the target language Resources: linguistic (grammar and vocabulary) cultural (readings, videos, audio, etc.) Expectations: learners work collaboratively using the resources Instructor: facilitator of the learning process
- 2. How do we work with TBL? Companion Website Libro del alumno TASK Sakai Libro de trabajo
- 3. Yes, but how? Acercamientos: An initial approach to the general topic and and final goal of the chapter. Activities to activate learner’s previous knowledge and explore the content of the chapter. Vocabulario y gramática en contexto: Contextualized active vocabulary and target grammar practice through mini-tasks. These mini-tasks prepare the student for the final task. Tarea: Completion of the task using the linguistics contents (vocabulary and grammar) practiced in the chapter. Evaluación (by instructor): Formal or informal assessment of the Tarea
- 4. Spanish 101
Editor's Notes
- En el curso se trabajan con diferentes elementos, entre ellos, por ejemplo, TGA’s, vocabulario, materiales del libro, materiales que hay en BB y otros más… Todos ellos confluyen en las Tareas… ¿De qué manera?