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
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
actively through movement, the right brain “believes” the information 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 moveme
and drawbacks of the products in apparel market, which are divided into casuals & famous brands Adopting a franchise system in apparel industry for the first time in Korea, E-Land established an integrated image without regarding to time and place, enhanced brand’s confidence and recognition, enabled the company to enter the market in a short period and conducted promotional activities effi
and computers, subject to temporal and spatial telephony between professors andlearners.
online class in school is a new form of teaching andlearning activities that are performed through remote medical communication, such as learning by learners and education providers, which can be learned at any time, self-directed learning by learners, self-administered self-learning and individual learnin
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
Grade 3rd
Lesson 5. I Like Apples.(2/4)
Objectives
1. Students will be able to understandand say by using
'Do you like ?'
2. Students will be able to ask and answer what foods they like by doing a chant
and by playing games,
Commnicative functions
1. 좋아함. 싫어함
2. 동의
Do you like ?
Yes, I do./No, I don't.
Teaching andLearning Activities
Procedures
Steps Teaching-Learning Activities Min Aids
Teacher Students
Opening
&
Introduction
Warm-up
1. Let students gather in a group.
2. Ask some general questions about sleep.
3. Show them a graph related to the reading passage and let them share their own experience with their partners.
Warm-up
1. Make a group with their partners
2. An
Learning Contents Analysis Assistant
- E-Learning center in Korea Productivity Center (Hana-Kim)
o December 2009 – February 2010 Education Course Developing Assistant
- E-Learning center in Korea Productivity Center. (Yejin-Lee)
o 2010-present Internship at Teaching andLearning Institute
Ewha Womans University (Jihyun-Son)
-
POSITION ANALYSIS
1. Company Analysis
(1)
1. 참고 문헌
Richards, J. C., & Rogers, T. S. (2001). Approaches and methods in language teaching: A
description and analysis (2nd ed.). Cambridge: Cambridge University Press.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford: Oxford University Press.
2. 교수법 소개
1)배경(Background)
Multi Intelligence는 학습자 중심의