Pre-course
Course orientation (Jan 23)
2 Activities
Why TBLT? (Jan 23)
5 Activities | 1 Output task
MODULE 1: Presenting TBLT
How we learn an L2 (20/1/23 – 2/3/23)
4 Activities
Which TBLT? (3/2/23 – 9/2/23)
4 Activities
Long’s TBLT as a whole (10/2/23 – 23/2/23)
4 Activities | 1 Output task
MODULE 2: Designing a TBLT Needs Analysis
Identifying target tasks (24/2/23 – 9/3/23)
4 Activities
NA for tech and LNP* (10/3/23 – 23/3/23)
4 Activities | 1 Output task
Mid-course reflection week
MODULE 3: Designing a task-based pedagogic unit
Sequencing pedagogic tasks (28/4/23 – 11/5/23)
5 Activities | 1 Output task
MODULE 4: Making Task-Based Materials
Materials in Tech-Mediated TBLT (26/5/23 – 8/6/23)
3 Activities | 1 Output task
MODULE 5: FACILITATING, SUPPORTING AND EVALUATING TASK PERFORMANCE
Facilitating task performance (9/6/23 – 22/6/23)
3 Activities
Task-based assessment (23/6/23-6/7/23)
4 Activities
POST-COURSE
Concept check
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.
