Task

Table of Contents Overview of a framework for task-based teaching 3 The Task Framework Pedagogical task Considerations for syllabus design Syllabus content: Tasks and Functions Conclusion Works Cited Overview of a framework for task-based teaching 3 Specialists and policy makers in the area of American education have developed a framework for the task-based teaching recognized in section 1 above. In fact, such a sophisticated teaching method cannot achieve its targeted goals without the involvement of specific guidelines specifically established for the teachers.Advertising We will write a custom essay sample on Task-based Language Teaching Applied in Elementary Classroom from Grade 1 to 3 specifically for you for only $16.05 $11/page Learn More In this section, a framework for the CLT will be reviewed, with an aim of describing how the task based language teaching applied in elementary classroom will be enhanced in order to yield the desired outcome s. This framework provides a description of the key issues in the teaching model introduced in lower elementary schools. This will include enabling both the target and pedagogical skills. This section provides an outline of the procedures that elementary school teachers will apply to develop integrated syllabus. In the process of designing the syllabus, focus on material design will be an area of the main emphasis. Moreover, the principles for the procedures are going to be established. The Task Framework The target tasks or real-world tasks are the point of departure for TBLT. These tasks are several things that human beings do every day, such as using language, including writing, reading, exchanging ideas and socializing. These have been recognized as the four macrofunctions of a language. According to this model, language is used for three basic purposes; they are exchange of goods and services, socialization as well as enjoyment. Teachers and policy makers in elementary educatio n must develop effectiveness as they seek to develop pedagogical tasks by transforming the real-world tasks described herein. According to Richards and Rodgers (23), such tasks in language teaching are better achieved when they are considered and placed as a continuum from the rehearsal to activation tasks.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Pedagogical task Rehearsal is an important task in teaching language in lower elementary levels. Rehearsal is actually a rationale behind the transformation of real world targets in language toward pedagogical tasks. For example, when teaching communication skills, a teacher may ask a student to take part in the task of writing his or her personal profiles. Students will be asked to exchange their reports with their partners in order to see how different their answers are. From this task, it is evident that the task has been transformed from the real world task (the process of job seeking) to language teaching in class. This framework is designed to provide the students with an opportunity to involve them in rehearsing some performance done outside the classroom, but which will activate their language skills in the classroom. In this case, learners will progressively move from reproductive use of language to creative language use. The creative use of language is a state in which the learners are able to recombine some familiar words, expressions and language structures in a fresh way. It is important to note that the learners will be in a good position to maximize their language acquisition when they begin to use the language in a creative way because they are required to use their emerging skills and resources in language. This is known as activation rationale in language teaching. Considerations for syllabus design In most cases, task based teaching approach faces a major problem because it consists of a random collection of tasks that have not been tied together. To tie these tasks together in an appropriate manner, it is necessary to consider two things. First, the teacher may tie these tasks in terms of lessons or units of work through task chaining principle. Within the syllabus, it involves macrofunctions, grammatical elements and microfunctions they express.Advertising We will write a custom essay sample on Task-based Language Teaching Applied in Elementary Classroom from Grade 1 to 3 specifically for you for only $16.05 $11/page Learn More To enhance the process of task tying, there is need for an effective syllabus design. The syllabus is designed in a manner that expresses the task and the three elements of a task. For instance, in the task section, the teacher will make the students assume that they are in a party, where their partners will introduce three new friends. In this case, the macrofuction is to socialize; the microfunction of the task is to exchange per sonal information while the grammar elements of the task include â€Å"stative† verbs such as â€Å"yes† or â€Å"no†. The following is an example of a syllabus design: Task Macrofunction Microfucntion Grammar element At a party a partner, three friends introduced Socializing Personal information is exchanged Demonstrative verbs: Yes/No Stative verbs Syllabus content: Tasks and Functions Tasks and functions of a task are related. A single task is always underpinned by at least one function. Tasks are normally made of a function and another element such as context. Tasks allow grammar and functions to be activated within a give context of communication. Unlike the normal things done in a language, functions of a task appear more abstractive realizations. Within the context of the syllabus, it is normally important for the leaner to share with others as they get oriented to the transformation of the real-life target to classroom experience with the task-ba sed language and grammar elements. However, task-based syllabus, unlike synthetic syllabuses, allows a wide range of opportunities for naturalistic recycling. In this case, grammatical and functional elements must appear in a number of times within a wide and diverse range of contexts. In particular, such a syllabus is important and good for second language learners as it allows them to restructure and develop an in-depth understanding of the grammatical issues in question.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Research has shown that a leaner’s ability to use a particular form of grammar several times and over a longer period of time will progressively increase his or her accuracy rates. However, research has also shown that the mastery of language does not proceed in a liner fashion from zero state to native-speaker state. Sometimes, the learners’ ability may stabilize, while at other times, the ability gets from good to worse. This is primarily because linguistic items do not exist as isolated entities, but rather any item is likely to be influenced by a number of factors. Accordingly, learners must undergo a â€Å"linguistic metamorphosis† since language acquisition is a long and organic process (Richards and Rodgers 47). The syllabus for task-based teaching is based on this model in order to allow the leaner to enrich their language. Conclusion Task-based language teaching applied in elementary classroom from grade 1 to 3 is better developed within the context of a framework that takes into consideration the tasks, their functions and grammar elements. The task-based framework allows the teacher to take into consideration the process of transforming real-life tasks to pedagogical and grammar skills. Within this context, developing a syllabus that will take into consideration this framework must be based on the theoretical aspects of language acquisition. Works Cited Richards, Jack and Theodore Rodgers. Approaches and Methods in Language Teaching. Cambridge, MA: Cambridge University Press, 2001. Print. This essay on Task-based Language Teaching Applied in Elementary Classroom from Grade 1 to 3 was written and submitted by user Julianna Mcdonald to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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Free Essays on The Paradise Of Bachelors And The Tartarus Of Maids

â€Å"The Paradise of Bachelors and the Tartarus of Maids† Herman Melville’s, â€Å"The Paradise of Bachelors and the Tartarus of Maids,† sheds light on the societal changes that go along with industrialization. It allows us a glimpse of the price that is paid for privilege. Melville writes on the reality of human greed and on subsequent separation of the classes. Herman Melville describes the reality of privilege and the great cost that is paid to attain it. He describes how industrialization changes society and creates a separation between the two classes. The privilege of the upper class in this story is in a sense far removed from the reality of what it took to attain it. They fail to see that the privilege they enjoy has been paid through the sacrifice of the working class. Melville describes this â€Å"paradise† as â€Å"sweat off another man’s back.† The bachelors take no consideration for the maids that work unceasingly to produce the privilege they enjoy. The maid’s lives do not encompass â€Å"paradise,† theirs is a struggle for survival. The conditions and settings are unequal to that which the upper class enjoys. The maids are enslaved to the machines they tend. Melville describes the environment of maids as a tartarus, a type of hell. He describes how the greed of the upper class blinds them to t he realities of the conditions, dispositions, and lives that the maids exist in. Industry was meant to be an economic solution for everyone; instead it served as a wedge. It created a gap between the classes that only grew bigger with time. The privilege that they possess cannot exist without the working class. The â€Å"heaven† that they so enjoy was brought courtesy of those they step over. Although the â€Å"bachelors† want to be far removed from the â€Å"maids,† it can never be done. It is the need for the â€Å"maids† that privileges the upper class with their â€Å"paradise.†... Free Essays on The Paradise Of Bachelors And The Tartarus Of Maids Free Essays on The Paradise Of Bachelors And The Tartarus Of Maids â€Å"The Paradise of Bachelors and the Tartarus of Maids† Herman Melville’s, â€Å"The Paradise of Bachelors and the Tartarus of Maids,† sheds light on the societal changes that go along with industrialization. It allows us a glimpse of the price that is paid for privilege. Melville writes on the reality of human greed and on subsequent separation of the classes. Herman Melville describes the reality of privilege and the great cost that is paid to attain it. He describes how industrialization changes society and creates a separation between the two classes. The privilege of the upper class in this story is in a sense far removed from the reality of what it took to attain it. They fail to see that the privilege they enjoy has been paid through the sacrifice of the working class. Melville describes this â€Å"paradise† as â€Å"sweat off another man’s back.† The bachelors take no consideration for the maids that work unceasingly to produce the privilege they enjoy. The maid’s lives do not encompass â€Å"paradise,† theirs is a struggle for survival. The conditions and settings are unequal to that which the upper class enjoys. The maids are enslaved to the machines they tend. Melville describes the environment of maids as a tartarus, a type of hell. He describes how the greed of the upper class blinds them to t he realities of the conditions, dispositions, and lives that the maids exist in. Industry was meant to be an economic solution for everyone; instead it served as a wedge. It created a gap between the classes that only grew bigger with time. The privilege that they possess cannot exist without the working class. The â€Å"heaven† that they so enjoy was brought courtesy of those they step over. Although the â€Å"bachelors† want to be far removed from the â€Å"maids,† it can never be done. It is the need for the â€Å"maids† that privileges the upper class with their â€Å"paradise.†...

Papers Psychology Research

Papers Psychology Research Papers Psychology Research Papers Psychology Research: Taste of Happiness Colleges, universities, friends, parties, vacations, bright holidays first love All these pleasant and exciting things can be spoiled by papers psychology research writing. Do not let papers psychology research to become a thing, which poisons your happy college life, get rid of papers psychology research writing. We do not advise you to quit your study, we advise you to become a client of custom writing service and to free your life of the hateful papers psychology research writing. Save your health and nerves, they will be useful in your adult life. You Make a Decision! When they say is that students do not have any choice while studying, that if they have received a task to write papers psychology research proposals UK they can do nothing but write it or otherwise they will be excluded from the higher educational establishment and will loose the marvelous opportunity to build their career, they are lying to you. This is not t rue. We all always have our own choices, and students are not the exception. When they have received a task to write papers psychology research, they can either write it or order it to be written for them within our custom essay writing service. We do not provoke students not to write their papers psychology research, and do not make any propaganda of buying their papers psychology research.If a student has a desire and time to write papers psychology research on his or her own, we are ready to support such a student with all the necessary information at the subject of papers psychology research writing free of charge. Just visit our custom writing and find all the necessary material, including tips and advices of how to cope with papers psychology research writing in a successful way. By offering our servicing, we just want to help those students who do not have either opportunity or desire to write their papers psychology research on their own. If You Decide To Use Our Service s Therefore, if you are that one who prefers not to write but to buy papers psychology research, welcome to our custom writing site. If you use our servicing, you will get the guarantee of A+ grade for your papers psychology research presentation. That is why do not spoil your life with deadlines of papers psychology research presenting, buy your papers psychology research and lead a full-fledged life with all those happiness a student should taste while studying instead of torturing yourself with papers psychology research writing.

Women Serving On the Front Line of Battlefield Research Paper

Women Serving On the Front Line of Battlefield - Research Paper Example This is based on the limited barriers that currently limit the presence and roles of women in the field. In as much as women should be accorded similar roles in the military, as their male counterparts, it is necessary to acknowledge their limitations that significantly depart from the roles of men. Summary and explanation of issue Women have begun playing an increasingly fundamental role on especially on the frontline during battles. It is fundamental to acknowledge that the need to attain gender parity in Pentagon has led to the enacting of laws that exalt the position of women working in the military sections. Previously, American women were barred from participating in direct combat roles. However, the changes in the nature and characteristics of the war have made the soldiers to be constantly in war. This means that women are always forced to participate in direct combat regardless of the ensuing challenges. This has made pentagon to advocate for additional roles for women in th e frontline of the battles. For example, congress has been recommending the introduction of close to 14,000 jobs for women serving in the frontline during battleground. According to Gass & John (4) â€Å"persuasion is powerful, and often positive social force†. ... These leaders would eventually their concerns to congress with the intention of contributing to the policy process. It is equally fundamental to acknowledge that the women have been advancing to the front of the battle lines by themselves to assert their authority. This has been vital to their empowerment and progress. The pentagon is equally a major stakeholder because it advises the congress concerning fundamental issues affecting women fighting at the front line in the battlefields. According to Gass & John (5) these are opinion leaders are influential who shape information and ideas through persuasion. It is evident that the pentagon initiates the policies formulated by congress. Consequently, it advertises the available positions within the military and allocates several roles. It is evident that the strategies that the entity has used to advance its persuasion process include formal announcements, advertisements and holding meetings with the women working in the military. The P entagon plays a neutral position in the entire occasion because it attempts to attain the highest degree of professionalism. Furthermore, it represents the needs of several persons who are not necessarily women in the front line. This means that it has to be extremely balanced in its approach. The final category incorporates congress that formulates laws determining whether women should participate in battles at the front line. According to Gass & John (23) purse persuasion seems to apply to the congress because it assumes a neutral position by allowing various personnel to voice their concerns. However, it ultimately represents the needs of the

History of Japanese Internment Camps Research Paper

History of Japanese Internment Camps - Research Paper Example They had to stay within one of the ten â€Å"relocation camps† just because their ethnic heritage was Japanese, because Japan had attacked the United States and because Americans were frightened. After such an intense effort to deny how Hitler was systematically obliterating the Jews, the United States did the exact same thing to Japanese Americans. Of course, they stopped short of the gas chambers, but otherwise, the Japanese internment camps were very close to Nazi concentration camps. Even before Pearl Harbor, Americans did not trust Asians, regardless of their ethnicity. In the 1882 the Chinese immigration exclusion bill became law, but most Americans did not differentiate between Asian ethnicities. Many harbored hate for anyone who looked Asian. This feeling was strongest in California perhaps because many Asians began coming to the United States around the time of the California Gold Rush in 1849, and they ended up on the West Coast, many in California. All Asians were e xploited for cheap labor, but white Americans began to see Chinese immigrants as the main competition for jobs. The 1882 law stopped the immigration of people from China, but other Asians came to the United States, and they endured the blatant racism that existed. â€Å"The experiences of Chinese immigrants foreshadowed those of Japanese immigrants, who began arriving about the same time the Chinese exclusion bill was passed. Japanese immigrants were called Issei, from the combination of the Japanese words for ‘one’ and ‘generation;’ their children, the American-born second generation, are Nisei, and the third generation are Sansei. . . .The Issei mostly came from the Japanese countryside, and they generally arrived, either in Hawaii or the mainland West Coast, with very little money. Approximately half became farmers, while others went to the coastal urban centers and worked in small commercial establishments, usually for themselves or for other Isseiâ₠¬  (Burton, Farrell, Lord, & Lord, 2001). This was the population breakdown of Japanese Americans at the time of their forced internment. Some were Issei but most were Nisei or Sansei. Many Japanese Americans were well-respected members of the community, involved in their communities and politically connected. But that did not make a difference when U.S. government officials decided to prevent any sort of internal conspiracy. â€Å"Despite many Japanese American elites’ sincere support for the American government, high-ranking federal government officials and military brass removed and interned all West Coast Japanese, basing their decision on several factors. Their considerations involved both strategic military, diplomatic, and political elements, a complex web reflected in the assigning of the removal task to the War Department, and internment to the Justice Department and the WRA. Their decision and implementation took place in stages, beginning with the impounding of a ssets, then individual removal and internment, voluntary relocation, and, finally, coerced, mass removal and internment† (Hayashi, 2004, p. 76). These â€Å"steps† to â€Å"voluntary imprisonment† mirrored the same steps that another country, Germany, took when placing another ethnic group, Jews, in their internment camps, which is ironic because that was one of the reasons the United States entered the war. Not specifically because of what was being done to the Jews, no. Previous to the bombing of Pearl Harbor, Americans

Free Essays - Circular Life in When the Legends Die :: When Legends Die Essays

  Circular Life(When The Legends Die)   Ã‚  Ã‚  Ã‚   When the Legends Die, by Hal Borland, is a novel in which traces the life of Tom Black Bull from a young Indian boy to an older, mature adult.   Thus meaning When the Legends Die is a bildungsroman.   A bildungsroman is a novel in which the protagonist from beginning to the end matures, and in a classic bildungsroman, undergoes a spiritual crisis. His life is filled with many obstacles and affected by many people positively and negatively.   Throughout the story he overcomes these obstacles and lives through the people.   His attitude is affected with the presence of the other characters.   Ã‚  Ã‚  Ã‚   Soon after the death of Tom’s father, George Black Bull, Tom is left to be the man of the family.   Bessie states to Tom after burying his father, â€Å"‘Now you are the man.’†(29) That one statement has a lot of meaning.   On one hand it means he has to provide for him and his mom.   By hunting for food to help him and his mom stay alive and survive.   Then he has to be able to catch enough to eventually save for winter.   Then, during the winter, his mom dies from sickness.   He brings her up to where his father was buried and buries his mom right next to his father, singing the song for going away.   Bessie was a positive influence to Tom, she had taught him how to live: cook, sing the old songs, and doing things in the old way.   On the other hand she was negative, because everyone else in the story was starting to live in the new ways and adapting to it, while she did not even teach Tom anything about the new ways.   With the lack of his mother now, he has no one to live with, care for, except for himself, but without an adult in his life.   But now he is now forced to choose his own choice and learn from them since he has no one to help him through life.   For his mother, was not only his caretaker but also his teacher and mentor for living in the old ways.   Ã‚  Ã‚  Ã‚   Soon after living alone for a while on the mountain, he is tricked into going to a reservation school.   Then from there, he escapes then returns and ends up being an aid for a sheepherder.   Within a short a period of time, he is taken in the hands of Red Dillon.

Anne Frank †Short Essay Essay

The session that I attended at The Anne Frank Project on September 11, 2009 was Beyond the Diary: Behind the scenes of a Jewish Family in Hiding with Sophia Veffer. Even though I learned some things about the Holocaust during middle school, there still were things that I did not know. The reason why I attended this session is because I wanted to know how some of the Jews were able to survive the Holocaust and I also wanted to know what Sophia’s experience was like actually being a child during the Holocaust. This session connected to the overall theme of the conference because Sophia talked about what she and Anne Frank both had to go through and how some people in different countries still go through similar situations. Today there are still people who get treated differently because of what they look lie or where they come from. Sophia said that if Anne Frank were still alive she would probably try to make a difference by putting an end to these genocides. I was very glad that I got a chance to sit in Sophia’s session because I got to learn about the Holocaust from an actual survivor. She told us how her and her family had eleven different hiding places. I couldn’t even imagine what her childhood must have been like. She had to get rid of everything she owned even her identity. She also talked about how some Jews were not able to go in hiding and the reason was is they had to have money. The only families that went into hiding had money and they knew non Jewish people who would let them hide in their homes. One thing that really upset me is when Sophia said that the Germens pretended as if they did not know what was going on with the Jews. This really made me sad because how could you know that someone is doing wrong and not care to try to change it and make a difference? There are many different issues going on in the world today. One global issue that is of concern to me is homelessness. Every time I see a person out on the street I always think to myself their shoes can fit my feet. I do not mind helping others because after I do a good deed I always feel really good about myself and nothing can take that feeling away. This issue inspires me to try 2 make a small difference by giving them change or bringing them food. One day when me and my sister were driving up the street we saw sum homeless people and their sign said that they were hungry so we went to Mcdonalds and brought them sum burgers. Making a difference starts with a small deed then before you know it your changing the world.