This module will help you to understand which the process to design a TBLT curriculum in a non-academic setting is. It will guide you through identifying the needs and language levels of your learners, selecting your tasks, setting your goals, and designing your tasks in order to enable you to teach your mother language to others.
3.1 Introduction to the module
By the end of this module, you will be able to:
a better understanding of the TBLT methodology and different kinds of task that
can be developed in a TBLT class
to identify students’ needs, interests and capacities in order to promote
relevant learning experiences;
how to design a student-centred TBLT class, including learning goals,
instruction method and materials
In this following video, you will get detailed information on the meaning of task in TBLT concept, and the different elements of a task. Moreover, you will get understanding of the expectations and responsibilities from the instructors and learners during the implementation of a task.
In this topic, you will learn what is a language curriculum and which are the two main approaches in designing language curricula. Also, you will examine what a TBLT curriculum is and which are its main characteristics to consider while you design yours.
3.4 Understanding learners' needs, skills, and capacities
You will now be familiarised with some basic tools to identify your learners’ needs and interests. Additionally, you will examine how the learners’ capacities affect your teaching and influence the tasks and your overall TBLT curriculum design.
In this topic, you will learn about 3 important choices you should think on when designing your TBLT curriculum: what learning goals are and how they differ according to the time available and the learners, where individual, pair or group learning can happen in TBLT and how you can create or adapt material for your TBTL lessons.
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