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Task-Based Language Teaching
This paper first defines a task. Then, it focuses on the basic framework of task-based teaching suggested by Willis, along with suggestions for task adaptation and clarifications for common myths about task-based teaching. It also presents a sample lesson outline that
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· 문맥에서 phrases를 소개하고 그것들을 short chunks 로서 연습하기
· phrases에 있는 patterns을 가리키기
· 학생들의 질문에 간단히 답을 할 준비하기
· 쓰여진 phrases를 알기
· 할 수 있는 만큼 phrases를 재학습하고 강화하기
Teaching word grammar (p122~123
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teachers should select a mix of tasks to reflect the pedagogic goals of the curriculum.
- Martyn : Task variables have an effect on the amount of negotiation for meaning.
① Interaction relationship
② Interaction requirement
③ Goal orientation
④ Outcome options
<참고문헌>
Second Language Teachi
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Teaching Grammar to EFL Students
This paper first defines grammar. Then, it looks at the reasons for teaching grammar and not teaching grammar. Taking a former position, it discusses recent approaches to teaching grammar along with advantages and disadvantages of each approach. Then, it addresses
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Abstract
This paper is about my future class applying ten teaching methods for South Korean students who have limited environment to listen, speak, read and write in English. Considering the students’ interest, character and learning style, the class will provide diverse and great amounts of inpu
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sh teaching in elementary schools. Primary English Education, 8(1), 237-266.
Littlewood, W. (1988). Communication language teaching. Cambridge: Cambridge University Press.
Long, M. H. (1980). Inside the "black box"; Methodological issues in classroom research on language learning. Language Learning,
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York: Oxford University Press.
Larsen-Feeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 251-266). Boston: Heinle & Heinle.
Long, M. H. (1991). Focus on form: A design feature in language methodology. In D. de Bot, R. B. Ginsberg, & C
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Teacher's Guide to Project-Based Learning and Performance Assessment. Edmonds, WA: CATS Publications.
Barron, A.E., & Ivers, K.S. (2000). The Internet and Instruction: Activities and Ideas. Englewood, Colorado: Libraries Unlimited, Inc.
Business Intelligence (2002). The Olap Report: Database Explo
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teacher professional growth and development. In P. J. Burke & R. G. Heideman(Eds.), Carrer-long education. Springfield, IL : Charles C Thomas.
Gallas, K. (1994). Arts as epistemology : enabling children to know what. In Gallas, K.,(Ed). The languages of learning. New York : Teachers College Press.
H
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iculum Development.
Wade, R. C., & Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching & Teacher Education, 12(1), pp.4-8.
Worthen, B. R., Borg, W. R., White, K. R. (1998). Measurement and evaluation in the Schools, NY: Longman.
<부록 1> 학업성취
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Teaching English to Speakers of Other Languages)
를 수료하고 TKT (Teaching Knowledge Test) 를 치루면서 느끼는 생각이 바로 조금만
더 조금만 더 무엇인가를 알고자 하는 욕망이 들었었습니다.
그러던 중 한국에 와서** 어학원이라는 학원에 재직을 하게 되었
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teacher training program emphasizing both the theoretical and practical aspects of English language teaching
* Graduated 10th ofOct. Korea University
* Bachelor of Korean literature &language
* Exchange student for 1 year in University of B.C.
* Graduated with distinction, February, 1999
C certific
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들이 와서 team teaching 방식으로 교육이 진행되었습니다. 한 분야에 한정되지 않은 글로벌 감각을 향상시킬 수 있었으며, 현장에 먼저 진출한 선배님들의 실무 노하우를 체득할 수 있는 좋은 기회였습니다. 혜안을 갖춘 서부발전의 일원으로서,
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it comfortable and grows the patience.
Over making their own work, I will teach them by means of the cooperative activity between other children.
제가 이 글을 쓰게 된 이유는 교사로서의 자신에 대한 믿음과 철학을 말씀드리고 싶어서입니다. 이와 더불어 제가 가지고 있는 교
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EDUCATION
BA Communication Studies - May, 20xx
UNIVERSITY OF MONTANA - MISSOULA GPA 3.3/4.0
Joint Educational Program - Selected to teach 30 fifth grade students communication skills. January 20xx
EXPERIENCE
Intern Chickering and Howell, January 20xx to May 20xx
* Performed various public
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