teaching)와 학습(learning)이 할 수 있는 것과 해야 하는 것, 장학관(supervisiors), 교사 그리고 학교 공동체에 종사하는 다른 구성원들에 의해 협력하여 발전시킨 일반적인 비전을 나타냄, 또한, 사람들은 그들의 비전을 현실로 만들 것임.
④ 모든 학생들이 충만한 삶을 누릴 수 있고, 민주주의 사회의 일원이
and collocations
■ Focus on conversation
- speaking and trying to communicate is basic for SLA in TBI
▣ Theory of learning
■ Tasks provide both the input and output processing
■ Task activity are motivational
■ Language difficulty fine-tuned for particular pedagogical purpose
Design
▣ Objectives
Goals in TBLT are ideally to be determined by
and pronunciation of vocabulary on food.
8. Learning andTeaching Procedures
Stage Procedure Teaching - Learning Time Aids
Teacher Student
Introduction
Greeting
&
Roll-call - T says hello to Ss.
- T checks the attendance. - Ss say hello to T. 1'
Review
- For review, T asks names of food in English showing pictures on the screen. - Ss tell names of food looking at the p
To enable student to communicate in the target language
Linguistic forms
Meanings
Functions
+
Choose appropriate form, given the social context.
Manage the process of negotiating meaning with their interlocutors
Q2. What is the role of the teacher? And students?
Facilitator
Adviser
Co-communicator
Communicator
Responsible manager of their own learning
Communicator
Re
learn’ – 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 breaks down the line into several parts. Students repeat a part of the sentence. Following teacher’s cue, students expand what they are repeating part by part until the entire line.
2. Chain drill
-
1. Why we choose E-Land
E-Land has been popular for its unique management style. Growing steadily, this group has used KMS(knowledge management system), and it is considered as very important elements of the company’s growth.
They are asking through ‘learning position’, taking advices through ‘listening position’ and sharing ‘ambitious attitude’, ‘attitude of looking themselves
teaching andlearning)로 설명한다. 홈버그(Holmberg, 1989)는 원격교육을 교훈적인 대화 (didactic conversation)라고 보았으며, 스와트(Sewart, 1980)등도 원격교육을 상호작용 측면에서 설명하는 이론적 틀을 제시한다.
키간의 분류를 따라 지금까지 축적된 원격교육의 이론적 체계들을 세 가지 입장으로 나누어 살펴
and retains it, in the same way that skills such as swimming or riding a bicycle are remembered long term.
Asher sees TPR as directed to right-brain learning, whereas most second language teaching methods are directed to left-brain learning. Asher holds that the child language learner acquires language through motor movement – a right-hemisphere activity. Right-hemisphere activities must o
Teaching Procedure
Step Activities Time Teaching Aids
Introduction 1. Greeting Introduce the goal of the lesson. 2mins.
Development1 2. Learning: how to count number in English (one to ten). 6mins. PPT
Development
2 3. Activity: card game. 6mins. card
Development3 4. activity : bingo 6mins. activity sheet
Consolidation 5. Wrap up with song and give homework 5mins. PPT
process in which language is viewed as an authentic, natural, real-world experience, and language learning is perceived as taking place through functional reading and writing situations." (p. 458) (Lapp, D. & Flood, J. (1992). Teaching reading to every child. (3rd ed.). New York: Macmilliam Publishing Company.)
Whole language is a currently controversial approach to teaching reading that is