and collocations
■ Focus on conversation
- speaking and trying to communicate is basic for SLA in TBI
▣ Theory of learning
■ Tasks provide both theinput and output processing
■ Task activity are motivational
■ Language difficulty fine-tuned for particular pedagogical purpose
Design
▣ Objectives
Goals inTBLT are ideally to be determined by
language advice.
10'
PPT
After-task activity
Review
- After thetask activity, teacher asks each student, "What did you buy?". Then each student answers, forinstance, "I bought three bottles of soda."
- After each student's answer, teacher responds tothe student's saying, "Thank you" or "You must like soda very much"
- Teacher summarizes what students have learnt in this
for Economic Co-operationand Development (OECD) is an international organisation where 30 democratic countries co-operate based onthe principles of representative democracy and free-market economy. The member countries work together to achieve the economic, social, and governance goals of globalization.
The OECD was established in September 1961, followed by reconstitutionof OEEC which was f
in…
3) Form/Grammar
• ‘to’ infinitive : I have him a chance to live.
• Subjunctive mood: What would you do if you were the young man?
These two major grammatical features, in contrast to functional features dealt in function, are mainly practiced in reading comprehensionand writing task. Since reading passages and writing task are mainly focused in exercising the usage of
In order to fulfill our dream, we chose English as our missiontool because English is the global language. One ofthe reasons why we chose this topic is we wanted to prepare and take a step forthe future.
In this mini-task, we chose Tibet as our target country because in recent years, Tibetans have been concerned about higher educationand are learning English more. Based on Tibetans’ inter