Course orientation (jan24)
2 Activities
Why TBLT? (jan24)
5 Activities | 1 Output task
Module 1: Presenting TBLT
How we learn an L2 (jan24)
4 Activities
Which TBLT? (jan24)
4 Activities
Long’s TBLT (jan24)
4 Activities | 1 Output task
Module 2: Designing a TBLT Needs Analysis
Identifying target tasks (jan24)
4 Activities
NA for tech and LNP* (jan24)
4 Activities | 1 Output task
Mid-Course Break
Mulling it over with Mike & Marta (jan24)
2 Activities
Module 3: Designing a task-based pedagogic unit
Introducing pedagogic task design (jan24)
4 Activities
Sequencing pedagogic tasks (jan24)
5 Activities | 1 Output task
Module 4: Task- Based Materials
Principles of TBLT material design (jan24)
4 Activities
Materials in Tech-Mediated TBLT (jan24)
4 Activities | 1 Output task
Module 5: Facilitating and evaluating tasks
Facilitating task performance (jan24)
3 Activities
Task-based assessment (jan24)
4 Activities
Concept check (jan24)
In the presentation, Geoff talks about two kinds of knowledge: declarative and procedural. Drag the concepts and approaches to the category of knowledge with which they are associated.
