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Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.

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    2. 2. Neurolinguistic Programming 1970`s John Grindler ( linguist ) Richard Bandler( psychologist) It’s a humanistic training philosophy and set of suggestions and training techniques therapist could use in building rapport with clients, gathering information about their internal and external views of the world, and helping them achieve goals and bring about personal change , and designed to convince people that they have the power to control their own and other people’s lives for the better, and prescriptions on how to do that.
    3. 3. Approach: Theory of Language and Learning NLP – is an interpersonal communication model “ neuro “ refers to the brain and how it functions. “ Neuro ” part of NLP is concerned with how we experience the world through our 5 senses and represent it in our minds through neurological process. “ Linguistic ” – refers to a theory communication. It tries to explain both verbal and non-verbal information processing. “ Linguistic “ part of NLP is concerned with the way the language we use shapes and reflects our thinking and experience of the world.
    4. 4. <ul><li>“ Programming” refers to patterns or “programs’ of thoughts and behaviour. This part of NLP is concerned with training ourselves to think, to speak, and act in new and positive ways in order to release our potential and reach the achievements we dream about. </li></ul>
    5. 5. Principles of NLP <ul><li>or “ know what you want” </li></ul><ul><li>knowing what you want helps you achieve it. </li></ul>1.Outcomes: 2.Rapport 3. Sensory acuity “ Use your senses”– look at, listen to, and feel what is happening “ Establish rapport with yourself and then with others” – it is essential for communication (maximize similarities and minimize differences between people)
    6. 6. <ul><li>“ Keep changing what you do until you until you get what you want” – have a range of skills to do </li></ul><ul><li>something else if what you are </li></ul><ul><li>doing is not working. </li></ul>4. Flexibility
    7. 7. SKILLS vs PHILOSOPHY <ul><li>Modelling is central to NLP. </li></ul><ul><li>- The effectiveness of successful people lies not in </li></ul><ul><li>their skills but in their attitudes, approaches and </li></ul><ul><li>philosophies they have in common which make </li></ul><ul><li>them capable of efective work, and these could be lerned and transmitted. </li></ul><ul><li>Others could learn from thse models to be </li></ul><ul><li>effective the same way. </li></ul><ul><li>In NLP “change “ in a person is </li></ul><ul><li>very important </li></ul>
    8. 8. <ul><li>1. Mind and body are interconnected: they </li></ul><ul><li>Are parts of the same system, and each affects the other. </li></ul><ul><li>2. We all have different maps of the </li></ul><ul><li>world. </li></ul><ul><li>3. There is no failure, only feedback and </li></ul><ul><li>the opportunity for success. </li></ul><ul><li>4. Knowing what you want helps you </li></ul><ul><li>to get it. </li></ul>
    9. 9. <ul><li>7. Communication is nonverbal as well as verbal. </li></ul><ul><li>8. Communication is nonconscious as well as conscious. </li></ul><ul><li>9. All behaviour has a positive intention. </li></ul><ul><li>10 . The meaning of my communication is the response I get. </li></ul><ul><li>11. Modeling excellent behaviour leads to excellence. </li></ul><ul><li>12. In any system, the element with the greatest flexibility will have the most influence on that system. </li></ul>
    10. 10. HOW IS THE TEACHER WITHIN NLP? <ul><li>Teachers seek to apply the principles in their teaching and this leads to different responses to many classroom events and processes. (need for rapport ). </li></ul>
    11. 11. <ul><li>RAPPORT – meeting others in their world, to understand their needs, values and their culture and communicating in the congruent ways. </li></ul><ul><li>(“Putting yourself in someone's shoes”) </li></ul>
    12. 12. NLP and Teaching <ul><li>NLP can be applied to the teaching of all aspects of language. </li></ul><ul><li>The suggested lesson sequence is “ to help students become aware of a feeling level of the conceptual meaning of a grammatical structure”. </li></ul>
    13. 13. THE LEXICAL APPROACH <ul><li>Collocations – are regular occurrence together of words. </li></ul><ul><li>Phrasal verbs and idioms are varieties of collocations. </li></ul><ul><li>Lexis plays a central role in language learning. </li></ul>Main point of LA : Belief that “building blocks “ of language learning and communication are not grammar, functions, notions, but LEXIS – words and word combinations ( word collocations).
    14. 14. <ul><li>S. Krashen – through reading </li></ul><ul><li>Lewis (2000) – through teacher’ s talk </li></ul><ul><li>(teacher is a “knower”, learner – a “discoverer “ ). </li></ul><ul><li>Teacher's talk is a major source of learner input in demonstrating how lexical phrases are used for different functional purposes. </li></ul><ul><li>Computer – based applications - through </li></ul><ul><li>investigations and </li></ul><ul><li>comparison. </li></ul>
    15. 15. Learning Material <ul><li>1. texts, tapes, teacher's manual. </li></ul><ul><li>2. collections of vocabulary teaching activities. </li></ul><ul><li>3. printout versions of computer </li></ul><ul><li>corpora collections in text format. </li></ul><ul><li>4. computer programs ( CD ROM </li></ul><ul><li>format, to downloaded from sites on the </li></ul><ul><li>Internet). </li></ul>
    16. 16. Should involve the use of tasks that that draw student’s attention to lexical collocations and seek to enhance their retention and use of collocations. Use of exercises that focus on lexical phrases through debates, analyzing contexts. Use of comparative analysis via computers Use of reading or contexts that enable students to discover the collocations; select the collocations which are crucial for student’s needs. Use of exercises that involve teaching individual collocations. Classroom activities
    17. 17. Classroom Activities Teaching individual collocations Making students aware of collocations Write word definitions Write the sentences with the new words Give synonyms / antonyms Give feedback on learner’s errors. Store collocations or phrase verbs and idioms in a lexical notebook
    18. 18. Educational movement that is based on programs that consist in the following: tasks that lead to a demonstrated mastery of language associated with specific skills that are necessary for individuals to function proficiently in the society.
    19. 19. <ul><li>- Offers teachers an opportunity to revitalize their educational and training programs. </li></ul><ul><li>- Improve the quality of assessment. </li></ul><ul><li>Improve the quality of teaching </li></ul><ul><li>and student learning. </li></ul>CBLT approach
    20. 20. <ul><li>How appropriate is our vocabulary? </li></ul><ul><li>How would we speak in different situations? </li></ul><ul><li>How can we apply our vocabulary focusing on life skills? </li></ul><ul><li>How is the function of our language in different contexts? </li></ul>
    21. 21. CharacterIstics of CBLT
    22. 22. Characteristics of CBLT <ul><li>It has the notion that certain life encounters </li></ul><ul><li>certain language (designers of CBLT can predict the vocabulary and structures likely to be encountered in those particular situations) </li></ul><ul><li>CBLT is built around communicative competence and seeks to develop functional communication skills in learners. ( through specific real – world tasks) </li></ul><ul><li>Competencies are designed to enable learners to </li></ul><ul><li>participate effectively in society. </li></ul>
    23. 23. D escription of Competencies Knowledge and learning competencies Oral competencies Reading competencies Writing competencies
    24. 24. <ul><li>It designed around the notion of competency </li></ul><ul><li>Competencies consist of description of essential skills, attitudes, and behaviours required for effective performance of a real-world tasks or activities(they may be related to any domain in life, or linked to the field of work or to social survival in a new environment ). </li></ul>
    25. 25. According to Auerbach (1986), factors involved in implementation of CBE in ESL: <ul><li>1.The focus on successful </li></ul><ul><li>functioning in society. </li></ul><ul><li>2. A focus on life skills. </li></ul><ul><li>3.Task – or performance-centered orientation (what students can do as a result of instruction) </li></ul><ul><li>4. Modularized instruction ( objectives and sub-objectives- to have a clear sense of progress). </li></ul>
    26. 26. <ul><li>5. Outcomes that are made explicit a priori : students know exactly what behaviours are expected of them. </li></ul><ul><li>6. Continuous and ongoing assessment. </li></ul><ul><li>( students determine what skills they lack). </li></ul><ul><li>7. Demonstrated mastery of performance objectives – abilities to demon- </li></ul><ul><li>strate prespecified behaviours. </li></ul><ul><li>8.Individualized, student-centered </li></ul><ul><li>instruction : objectives are defined </li></ul><ul><li>in terms if individual needs, students progress at </li></ul><ul><li>their own rate and on those areas in which they lack competence. </li></ul>
    27. 27. Activities <ul><li>Fill job application </li></ul><ul><li>Perform job interview </li></ul><ul><li>Follow instructions to carry out a </li></ul><ul><li>simple task </li></ul><ul><li>Respond appropriately to </li></ul><ul><li>supervisor’ s comments </li></ul><ul><li>Use social language </li></ul><ul><li>Understand and comment work </li></ul><ul><li>schedules , fill paychecks </li></ul><ul><li>Read charts labels, forms written instructions to perform a task </li></ul><ul><li>State problem and ask for help if necessary </li></ul>
    28. 28. Activities Follow simple oral directions to locate a place. Report completion of task to supervisor. Ask where object is located: follow oral directions to locate an object Respond appropriately to work interruption or modification
    29. 29. <ul><li>1.The competencies are specific and practical and relate to learners needs. </li></ul><ul><li>2. The learners can judge whether the competencies are relevant and useful. </li></ul><ul><li>3. Learner knows exactly what needs to be learned. </li></ul><ul><li>4. Competencies can be mastered one at a time so the learner can </li></ul><ul><li>see what has been learned and what still remains to be learned. </li></ul>
    30. 30. <ul><li>There are no valid procedures available to develop competency lists for more programs. </li></ul><ul><li>Many of the areas for which competencies are needed are impossible to operationalize ( areas of “adult living”, “survival”, “functioning proficiency in the community”, etc). </li></ul>Negative Points
    31. 31. British language teaching, late 1960s) <ul><li>THEORY OF LANGUAGE </li></ul><ul><li>It starts from a theory of a language as communication. </li></ul><ul><li>The goal to develop communicative competence. (Hymes, 1972) </li></ul><ul><li>Language is a system for the expression of meaning. </li></ul><ul><li>The primary function of language to allow interaction and communication. </li></ul><ul><li>The focus on communicative and contextual factors in language use. </li></ul><ul><li>Communicative acts underline the ability to use language for different purposes. </li></ul>Communicative Language Teaching
    32. 32. <ul><li>British linguist, D:A Wilkins( 1972) proposed functional definition of language </li></ul><ul><li>Two types of meaning: </li></ul>1.Notional categories – time, sequence, quantity, location, frequency 2. Categories of communicative function: requests, denials, offers, complaints The goal develop communicative competence.
    33. 33. STRANDS OF CLT Language is not just bits of grammar 907 it also involves language functions ( inviting, agreeing, suggestions etc) which students should learn how to use. If students get enough exposure to language and have opportunities to use it and if they are motivated, then language learning will be successful. The main point of CLT is to remind teachers that people learn languages not so they “know“them but so that they can communicate.
    34. 34. <ul><li>activities that involve real </li></ul><ul><li>communication promote learning. </li></ul><ul><li>activities in which language is used </li></ul><ul><li>for carrying out meaningful tasks </li></ul><ul><li>promote learning. </li></ul><ul><li>Language that is meaningful to the </li></ul><ul><li>learner supports the learning process </li></ul><ul><li>Learning activities are selected according to how well they </li></ul><ul><li>engage the learner in meaningful and authentic language </li></ul><ul><li>( rather than mechanical practice of language patterns ) </li></ul>Theory of Learning Communication principle Task principle Meaningful principle
    35. 35. It is a learner – centered approach Authentic and meaningful communication is the goal of classroom activities . Fluency is given priority . Integration of all language skills . Communication is a creative process that involves trial and error. Learning a language through using it to communicate.
    36. 36. Appropriateness - use of formal/informal language according to the situation. Message focus : creating/understanding of message ( real meaning). Psycholinguistic processing : engage learners in the use of cognitive and other processes of SL acquisition. Risk – taking Free Practice
    37. 37. <ul><li>Are unlimited. All the activities should engage learners in communication. </li></ul>Purpose: Enable learners to attain communicative objectives of the curriculum, engage learners in communication and require the use of such communicative processes as information sharing, negotiation of meaning, and interaction.
    38. 38. <ul><li>Comparing set of pictures and noting similarities and differences </li></ul><ul><li>Working out a sequence of events in a set of pictures </li></ul><ul><li>Discovering missing pictures in a map </li></ul><ul><li>or pictures </li></ul><ul><li>Giving instructions on how to draw </li></ul><ul><li>a picture or shape or how to </li></ul><ul><li>complete a map </li></ul><ul><li>Following directions </li></ul><ul><li>and solving </li></ul><ul><li>problem </li></ul>Functional communication activities:
    39. 39. <ul><li>Conversation and </li></ul><ul><li>Discussion sessions </li></ul><ul><li>Debates </li></ul><ul><li>Dialogues and role plays </li></ul><ul><li>Simulations and improvisations </li></ul>
    40. 40. <ul><li>Games </li></ul><ul><li>pair work </li></ul><ul><li>Interview </li></ul>
    41. 41. <ul><li>Students interact with each other rather than with the teacher. </li></ul><ul><li>Learners see that failed communication is the joint sponsibility, and not the fault of listener or speaker </li></ul><ul><li>Successful communication is achieved collabora-tively. </li></ul>
    42. 42. Teacher’s roles Facilitate the communication between all participants in classroom, and between the parti- cipants and the various activities and the text. To act as an independent participant within the learning – teaching group As a researcher and learner, counselor, group manager.
    43. 43. <ul><li>one-to-one sessions </li></ul><ul><li>In groups </li></ul><ul><li>Planning group and individual </li></ul><ul><li>instructions. </li></ul>Teacher assumes the responsibility through:
    44. 44. <ul><li>Text – based: </li></ul><ul><li>A lesson topic( purpose: asking comprehen sion questions, taking notes, task analysis for thematic development , understanding the message), asking for more information) a practice situation, description , conversa- tion ), etc </li></ul>
    45. 45. <ul><li>- exercise hand-book( text-book, student book) </li></ul><ul><li>- activity cards, </li></ul><ul><li>- pair – communication practice material, </li></ul><ul><li>- drills material </li></ul>
    46. 46. <ul><li>Authentic materials: signs, magazines, advertisements, newspapers, use of maps, charts, graphs. </li></ul>Realia: “ from life “ materials
    47. 47. <ul><li>1.Presentation of a dialogue ( or a situation ) </li></ul><ul><li>and discussion of language function–formality/ informality, setting, topic </li></ul><ul><li>2. Oral parctice of each utterance of the dialogue </li></ul><ul><li>(situation ) – individually, in groups, as a whole class. Similar dialogues may be created. </li></ul><ul><li>3. Questions – answers based on the situation / dialogue. </li></ul><ul><li>4. Questions – answers based on the students </li></ul><ul><li>personal experience </li></ul>
    48. 48. <ul><li>5.Study of basic communicative expressions in the dialogue or the structures which exemplify the function ( provide additional examples) </li></ul><ul><li>6. Generalization of the rules ( oral and written forms) ; position in the utterance; formality / informality; the meaning and grammatical function; </li></ul><ul><li>7. Oral production activities – from guided to freer communication activities </li></ul><ul><li>8. Evaluation of learning ( orally )- Ex: How would you ask your friend / me to … ? </li></ul>
    49. 49. <ul><li>THEORY of LANGUAGE </li></ul><ul><li>to achieve basic personal </li></ul><ul><li>communication skills: oral (listening </li></ul><ul><li>to public announcements) </li></ul><ul><li>Basic personal communication skills : written </li></ul><ul><li>( reading and writing ) </li></ul><ul><li>Academic learning skills: oral ( listening to a lecture ) </li></ul><ul><li>Academic learning skills : written ( taking notes in class) </li></ul>GOALS
    50. 50. <ul><li>Specific objectives depend on learners needs and the skill ( reading, writing, listening , and speaking ) </li></ul>Help beginners become intermediates Develop basic communication skills , both oral and written, in every day situations.
    51. 51. <ul><li>- NA places no emphasis on teacher monologues, direct repetition, and formal question and answer. </li></ul><ul><li>- less focus on accuracy </li></ul><ul><li>Exposure(input ), rather then practice Central role of Comprehension </li></ul>BUT it emphasizes
    52. 52. <ul><li>Informal settings </li></ul><ul><li>Affection and </li></ul><ul><li>Emotional preparedness </li></ul><ul><li>for learning </li></ul><ul><li>Prolonged period of attention before language production( Silent period) </li></ul>
    53. 53. <ul><li>The Acquisition / Learning Hypothesis </li></ul><ul><li>Acquisition is the “natural way”- it refers to an unconscious process that involves the development of language proficiency through understanding and through meaningful communication. </li></ul>
    54. 54. Learning – is a process of development of conscious rules about a language. - Ability to verbalize this knowledge. -The need for formal teaching and error correction
    55. 55. <ul><li>Time- there must be sufficient time for a learner to choose and apply the learned rule. </li></ul><ul><li>Focus on form – focus on </li></ul><ul><li>correctness. </li></ul><ul><li>Knowledge of rules </li></ul>CONDITIONS 2. The Monitor Hypothesis – ability to correct our mistakes while communicating.
    56. 56. 3. The Natural Order Hypothesis – the acquisition of grammatical structures is in a predictable order. Errors are signs of naturalistic developmental processes.
    57. 57. <ul><li>situation and context, extralinguistic information (knowledge of the world) </li></ul><ul><li>Fluency appears independently in time, after the learner has acquired linguistic competence. </li></ul><ul><li>Comprehensible input refers to understanding of the context . </li></ul>4. The input Hypothesis – relationship between the learner's exposure to language and language acquisition:
    58. 58. <ul><li>5 . The Affective Filter Hypothesis- </li></ul><ul><li>importance of learner's </li></ul><ul><li>emotional state. </li></ul><ul><li>Motivation </li></ul><ul><li>Self – confidence </li></ul><ul><li>Anxiety </li></ul><ul><li>Low affective filter leads to </li></ul><ul><li>interaction with more confidence. </li></ul>
    59. 59. Teacher`s role
    60. 61. <ul><li>Pre-production stage – </li></ul><ul><li>response to physical commands, </li></ul><ul><li>pointing at something, etc </li></ul>
    61. 62. <ul><li>Early – production - single words, simple questions and, short phrases answers. </li></ul>
    62. 63. <ul><li>Speech – emergent phase – role- plays, games, exchange of opinions, group problem solving , etc </li></ul>
    63. 64. <ul><li>Goal make class activities meaningful, relate them to the real world, foster comprehension and communication among learners. </li></ul><ul><li>The use of realia : pictures, visual aids, schedules, advertisements, maps, books, etc. </li></ul>
    64. 65. <ul><li>The use of imperative mood( commands ) </li></ul><ul><li>Demonstrations (realia) </li></ul><ul><li>The use of pictures, flashcards </li></ul><ul><li>Physical descriptions </li></ul><ul><li>Simple questions and answers </li></ul>
    65. 66. The use of visuals to introduce new vocabulary Identifiying the picture according to description Short dialogues Conversations
    66. 67. Cooperative Language Teaching <ul><li>Learning id dependent on the socially structured exchange of information between learners and in which each lerner is motivated to increase the learning of others ( Olsen and Kagan 1992:8 ) </li></ul>
    67. 68. Emphasis on maximum use of cooperative activities involving pairs and small groups of learners in the classroom. MAIN POINT
    68. 69. <ul><li>to increase cooperation rather </li></ul><ul><li>then competition </li></ul><ul><li>to develop critical thinking skills </li></ul><ul><li>to develop communicative competence </li></ul><ul><li>through socially structured </li></ul><ul><li>interaction activities </li></ul>OBJECTIVES
    69. 70. GOALS of COOPERATIVE LANGUAGE LEARNING <ul><li>to provide opportunities for second language </li></ul><ul><li>learning through the use of interactive </li></ul><ul><li>pair/group work </li></ul><ul><li>to provide teachers with a methodology to enable them to achieve this goal and one that can be applied in a variety of curriculum settings </li></ul><ul><li>to focus attention on language </li></ul><ul><li>structures, particular </li></ul><ul><li>lexical items, and communi – </li></ul><ul><li>cation through interactive tasks </li></ul>
    70. 71. <ul><li>Lev Vygotsky and Jean Piaget - stress the central role of social interaction in learning. </li></ul><ul><li>CLL is contrasted with competitive learning </li></ul><ul><li>is working together to </li></ul><ul><li>accomplish shared goals. </li></ul>Theory of Learning Cooperation
    71. 74. <ul><li>Learning occurs in groups. </li></ul><ul><li>1. Formal cooperative learning groups – are </li></ul><ul><li>established to achieve specific tasks. </li></ul><ul><li>2. Informal cooperative learning groups - </li></ul><ul><li>facilitate learning during direct teching. </li></ul><ul><li>3. Cooperative base groups – give each member </li></ul><ul><li>support, help, </li></ul><ul><li>encouragement, and </li></ul><ul><li>assistance to succeed </li></ul><ul><li>academically. </li></ul>Types of Cooperative Learning Groups
    72. 75. IMPORTANT ASPECTS OF GROUP WORK <ul><li>For one group: </li></ul><ul><li>All students work on the same material </li></ul><ul><li>Teacher directs presentation of the task </li></ul><ul><li>Everyone should know what to do </li></ul><ul><li>Any group member should know the answer and be ready to report and explain. </li></ul>
    73. 76. <ul><li>Topics may be different for each group </li></ul><ul><li>Students may use different sources for research </li></ul><ul><li>Work may be presented in oral or writen form </li></ul><ul><li>Each group presents work for the whole class </li></ul><ul><li>( not only for the teacher ) </li></ul>For different groups in the same class
    74. 77. <ul><li>Exchange of opinions </li></ul><ul><li>Sharing information and discussing it </li></ul><ul><li>group projects </li></ul><ul><li>Pair work </li></ul><ul><li>Information-gap activities ( filling missing information during interaction with another group or partner ) </li></ul><ul><li>Interviews </li></ul><ul><li>Round tables </li></ul><ul><li>Solving problems </li></ul>Types of Learning and Teaching Activities
    75. 78. Learners Roles <ul><li>Learner is a member </li></ul><ul><li>of a group </li></ul><ul><li>Learners are responsible of their own learning: they plan, monitor ,and evaluate their own learning </li></ul>
    76. 79. <ul><li>Teacher creates a well-organized learning environment, </li></ul><ul><li>T. establishes goals, plans and structures tasks </li></ul><ul><li>T. assigns students in pairs or groups </li></ul><ul><li>T. selects material and time </li></ul><ul><li>T is facilitator of learning – helping students during the class </li></ul>Teacher's Roles
    77. 80. Content – Based Instruction ( 1980`s) <ul><li>In this approach, teaching is organized around the content or information that students will acquire, rather then round a linguistic type of syllabus. </li></ul><ul><li>CBI is based on the principles </li></ul><ul><li>of Communicative Language </li></ul><ul><li>Teaching – class should be </li></ul><ul><li>focused on real communica- </li></ul><ul><li>tion and the exchange of information. </li></ul>
    78. 81. <ul><li>language is used for specific purposes ( academic, vocational, social). Learning is believed to be more motivating when students use topics of a particular interest. </li></ul><ul><li>The language that is being taught could be used to present subject matter </li></ul>Main point
    79. 82. <ul><li>To activate and develop </li></ul><ul><li>existing English language skills. </li></ul><ul><li>2. To acquire learning skills and strategies that could be applied in future language development opportunities </li></ul><ul><li>3. To develop general academic skills applicable to university studies in all subject areas </li></ul><ul><li>4. To broaden student`s understanding of English – speaking peoples. </li></ul>Objectives of CBI
    80. 83. People learn a second language more successfully when they use the language as a means of acquiring information. CBI better reflects learner's needs for learning a second language – prepare students for academic studies, and to be able to access the content of academic learning and teaching as quickly as possible.
    81. 84. <ul><li>Vocabulary building </li></ul><ul><li>Communicative inter – </li></ul><ul><li>action </li></ul><ul><li>Study skills </li></ul><ul><li>Group work and team-building techniques </li></ul><ul><li>Jigsaw reading arrangements </li></ul><ul><li>Much writing </li></ul><ul><li>Language skill improvement </li></ul>
    82. 85. TEACHER`S ROLES <ul><li>TEACHER must be good knower of </li></ul><ul><li>tThe subject, besides of English. </li></ul><ul><li>He/ she selects, adapts </li></ul><ul><li>authentic material for class </li></ul><ul><li>use; analyzes the students </li></ul><ul><li>needs, develops high- level of </li></ul><ul><li>student esteem, and uses </li></ul><ul><li>appropriate error </li></ul><ul><li>correction techniques. </li></ul>
    83. 86. LEARNER`S ROLES LEARNERS are sources of content and active participants in the selection of topics
    84. 87. MATERIALS <ul><li>CBI is based on content area , or theme – based </li></ul><ul><li>model in which content and instructional </li></ul><ul><li>sequence is chosen according to language learning goals. </li></ul><ul><li>MATERIALS : </li></ul><ul><li>Authentic texts, subject textbooks, articles related to the subject. </li></ul><ul><li>Materials could be adapted or modified to achieve maximum comprehensibility. </li></ul>
    85. 88. TASK- BASED LANGUAGE TEACHING INDIA, 1980`s( Prabhu) <ul><li>TBLT is an approach based on the use of </li></ul><ul><li>tasks requiring increasingly complex use </li></ul><ul><li>of language. </li></ul><ul><li>The tasks are done in groups where learners use English they already know. </li></ul>
    86. 89. TBLT emphasizes the importance of activities: <ul><li>Which involve real communication (conversation ) </li></ul><ul><li>In which language is meaningful and is used for carrying out meaningful tasks. </li></ul><ul><li>a. real world tasks </li></ul><ul><li>(ex: phone conversation, </li></ul><ul><li>filling hotel forms, etc ) </li></ul><ul><li>b. pedagogical tasks ( ex: doing a grammar exercise, etc ) </li></ul>TASKS
    87. 90. CLASS ROCEDURE <ul><li>PRE- TASK : - introduction to a topic, listening, reading, brainstorming; activation of essential language previously learned) </li></ul>
    88. 91. <ul><li>TASK : - Planning the task, doing the task </li></ul><ul><li>( finding solution to a puzzle, reading a map, writing a letter, making a phone call, etc) , and reporting on the task or presenting the product of task. </li></ul>Procedure
    89. 92. POST –TASK : Focus on language used, error correction, comments on tasks; practice of the language ( reviewing new grammar or vocabulary used during the task, etc; discussion of the task. Important: objectives and a sense of achievement Procedure
    90. 93. POSITIVE POINTS <ul><li>Tasks improve learners motivation </li></ul><ul><li>and promote learning </li></ul><ul><li>Tasks require the learners to use </li></ul><ul><li>authentic language </li></ul><ul><li>Tasks are varied in format and operation </li></ul><ul><li>Tasks include physical activity, they </li></ul><ul><li>involve partnership and collaboration </li></ul>
    91. 94. <ul><li>Difficult tasks may reduce the attention, therefore, fluency may develop at the expense of accuracy </li></ul>NEGATIVE aspects
    92. 95. <ul><li>THANK YOU! </li></ul>