in context
7. Dealing with Errors
- Students are prevent from making errors – errors should be corrected immediately to prevent from the formation of ‘bad habit’
- Students should ‘overlearn’ – learn to respond automatically without too much hesitation and thinking
8. Drills
1. Backward-up drill
- Used when a long line of a dialog is giving students trouble. Teacher bre
in their field, very open minded and coaches. I told them we aren’t missionaries. We are not going there to teach the Japanese about the role of women in Japanese business. We are there to help fix Nissan, that’s all. Any issue that doesn’t contribute to that is of no concern to us.
I requested that 1500 profiles of Nissan employees be posted in headquarters to select about 200 people fo
in each group will present their homework
2. Showing movie clips containing everyday used idioms (20minutes)
* Students are expected to find out about what they already know about the idioms. Teacher should make sure that the students realize the fact that idioms are really used in real life situation by looking at the movie clip.
* After watching each scene, teacher should go over the
them a sympathetic insight into the ways of life and ways of thinking of the people who speak the language they are learning;
● to provide students with the skills that will enable them to communicate orally, and to some degree in writing, in personal or career contexts, with the speakers of another language and with people of the other nationalities who have also learned this language.
in order.
(4) Writing : Students will be able to write the sentences which they learned.
2. Communicative Activities
(1) Communicative Functions
① Making a phone call : Can I talk to OO? / Speaking.
② Stating their experiences : I had a good time yesterday.
③ Asking back : You went where?
(2) Language Structure
① How was the weather yesterday?
( we
be able to put out their opinions about where happiness
comes from.
d. Students will be able to tell their experience of volunteer work inEnglish.
e. Students will be able to compare/share their feeling toward volunteer
work and the disabled.
f. Students will be able to understand/answer the questions about the
reading passages in the main text.
Objectives
Goals in TBLT are ideally to be determined by the specific needs of particular learners. According to Long and Crookes(1993), selection of tasks should be based on a careful analysis of the real-world needs of learners.
eg. The English Language Syllabus in Schools Malaysian (1975)
- giving all Malaysian secondary school leavers the ability to communicate accurately and
Teacher and students greet each other 2’
Reviewing Let’s review
(whole class & individual work) Put stickers at the right place
(activity related to former topic) -Teacher briefly reminds students what they learned at the former class.
-Students put their word stickers at places in order to categorize. 5’ PPT
Hand-out
Step 1 Role play
(pair work) Complete health check card. Sha
The international latin language (B.C. 75 – A.D. 1500) was replaced by the more civilized English language in the Middle Ages, though it defeated the Greek language. The latin was at the time barbaric and immoral, compared to the Dark language of English written in the Bible and the narrative and lyric literatures. The International English Language since A.D. 1000 has been developed into
teacher will go on.
-차렷, 선생님께 경례!
-안녕하세요.
-Good/ Fine/ So so/ Bad etc.
-I will go to 여의도 park. / I will go to 롯데월드 / I will stay at home. etc.
- Really?/We know. etc.
-Yes!
-I don't know.
/ Who?/Anne Frank
-Yes!
No.(이 경우