1382035
Descripción
Mapa Mental por Santiago Rico, actualizado hace más de 1 año
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Creado por Santiago Rico
hace alrededor de 10 años
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Comparing and contrasting
CBI, CLT, TBI
- Comparing CBI CLT TBI
- Language Theory
- Making meanig
- Languages
involve meaning
- Learning Theory
- Context the key to
develop the language
- Learning through real
communicative situations
- Design : To develop, acquire,
and learn Language skills
- Syllabus: Depending on
the languages issues of
the courses
- Teachers Role: To integrated both
objectives of method and learning
theory.
- Teachers Role: To integrated both
objectives of method and learning
theory.
- Types of learning and teaching activities:
Making conection between material
created for the course and the students
and teacher needs.
- Learners Role: Autonomous
learning: 1 interact with others.
2 practice with another resources.
3 monitoring and evaluating theyself.
- Procedure : Teaching materials and activities
are selected according goal. in orden to develop
the lenguage created critical awareness.
- Learners Role: Autonomous
learning: 1 interact with others.
2 practice with another resources.
3 monitoring and evaluating theyself.
- Syllabus: Depending on
the languages issues of
the courses
- Context the key to
develop the language
- Making meanig
- Language Theory
- Contrasting CBI CLT TBI
- Based
subject topic
matter
- Language based on
real work task
- Basics activities
- Language
theory
- Promote the communicative competences ,
acquired knowledge and ability for the use of the Lg
- Meaning and use of language
models, structures
- Theory of learning
Knowledge acquisition
- Design : Language as a mean of
expression, creating spontaneous
communicative interaction.
- Syllabus: need languages.
languages structure. funtion
competences, skills
- Types of learning and teaching actitivies languages
skill improvement, vocabulary building,
communicative competences, Task.
- Learners Role: groups,
individual. Learning
process and the object of
learning.
- Teacher Role: Facilitate
communicative process,
created tasks according to the
needs of students.
- Procedure : Oral activities, task
evaluating process, material for
new topic.
- Procedure : Oral activities, task
evaluating process, material for
new topic.
- Learners Role: groups,
individual. Learning
process and the object of
learning.
- Types of learning and teaching actitivies languages
skill improvement, vocabulary building,
communicative competences, Task.
- Syllabus: need languages.
languages structure. funtion
competences, skills
- Design : Language as a mean of
expression, creating spontaneous
communicative interaction.
- Promote the communicative competences ,
acquired knowledge and ability for the use of the Lg
- Based
subject topic
matter
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