基础英语教学 Competence Workshop
2019-2020年高中英语Unit19CommunicationWorkshop教案北师大版选修7
2019-2020年高中英语Unit19municationWorkshop教案北师大版选修7教学目标:To learn how to tell formal style from informal style.To learn how to write a formal letter.To develop and practice the strategies for prediction and working out meanings of phrases.教学重难点:To learn how to write a formal letter.教学工具:puter教学过程:Step 1. Warm upFirst show students the title of the advertisement of the New Future Language School, and ask students to discuss in groups of four about what information might be covered in this advertisement. Then ask some groups to present their ideas.Step 2. ReadingStudents read the advertisement by themselves and find out whether their prediction is true or not, and what information is mentioned.Next, keep the information in mind, and then read the letter to the New Future Language School. Find out what information does the writer of the letter want to clarify. Show students a slide of headings to choose from.After students check their answers in pairs, show them the correct answer.Step 3. Finding out the mistakes of styleAsk students to read the letter to the advertisement again and find out 12 mistakes of style, then fill in the blanks on the slide. (Teacher may give them some tips by showing them in which line there is a mistake.)Then check the answers together.1 / 2Next, ask students to think about how to replace the mistakes of style with the formal words and expressions in exercise 3 on page 12. Then check the answers together.Step 4. In-class ExercisesStudents do exercise 4 on page 13 to learn how to use the following linking words:as long as, except if, if, whether, provided that, unless.After checking the answers together, teacher summarizes how to use them.Step 5. Language points1. to put it simply. 简而言之To put it simply, we must leave now.2. in advance 预先To make sure that he is at home, I called him up in advance.3. get ahead 取得成功，获得进步。
Unit7CommunicationWorkshop(第二课时)-教学设计-九年级英语北师大版全一册
Unit 7 Communication Workshop（第二课时）Lesson Focus·Be able to extract travel writing framework from the sample text.·Be able to use adjectives or phrases that describe landscapes and quantities appropriately.·Activate students' information reserves and expand adjectives.·Use the output part to guide the task setting, guide the students to apply the travel experience in real life to the writing.Exercise 5Purpose: to help students write about their journey➢Identify the structure and language for the special topic. Direct students to Jenny's story in Exercise 1. Ask“What does Jenny write about?”Elicit Her journey to Shanghai. Then direct students to identify how Jenny has organised her writing. Note that she clearly describes where she has gone and how she feels about the journey.➢Ask““What questions does Jenny answer in her first paragraph?”Elicit questions and write them on the board.First paragraph:⭕Where did she go?⭕When did she go?⭕Who did she go with?⭕Was this her first time to that place?⭕How did she feel? (Describe the place.)Then ask““What questions did Jenny answer in paragraphs 2 and 3?”Elicit questions and write them on the board.Middle paragraph (s) :⭕How long was she there?⭕What did she do while she was there? (Describe the places she visited.) Then direct students to the last paragraph .Ask“What questions did Jenny answer?”.Elicit questions and write them on the board.Last paragraph:⭕How did she feel about the journey?⭕Does she want to go there again?➢Write. Have students make their own notes about the details of their journey (referring to the format in Jenny's writing as well as the notes they made in Exercise 4). Say“Now write about your own journey”.Monitor closely as students write, offering help as needed.Be sure to give students enough time to write. If time is short in class, allow students to finish their paragraphs for homework.Note: If students are writing about an imaginary trip, you could prompt them to start off their writing with“I am imagining a journey I took last summer with ..➢Selfcheck. When students have finished writing their paragraphs, either give them a handout with the following checklist or write it onthe board;□I have an introduction and conclusion.□I suggested details about my journey with descriptions.□I used all Key Words and Key Expressions correctly.□I doublechecked spelling, grammar and punctuation.Read the list aloud, making sure students understand meaning. Say“Now read your story about your journey. Can you check all the points on the list?“Monitor as students read their stories, offering assistance on how they can improve them.➢Peerreview checklist. When students have finished doing the Selfcheck, have them swap papers with a partner. Alternatively, you may collect their papers and redistribute them to the class, having peer editing done anonymously. Either give each student a handout with the following checklist or write it on the board;□Is the story about the journey descriptive? If not, how could it be more descriptive, for example, give more specific examples of places and describe these places more clearly with adjectives?□Does it make sense? If not, what could the writer do to make it better, for example, provide more details?□Do you think the descriptions of the journey will be interesting and meaningful to the reader? If not, how could the description be better?□Did the student use Key Words, Key Expressions and vocabularycorrectly? If not, circle any mistakes.□Is the spelling, grammar and punctuation correct? If not, circle where the student had problems.□Do you have any other suggestions?Read the questions aloud, making sure students understand meaning. Say “Now read your classmate's story about a journey. Can you check all the points on the list?”Monitor as students read their classmates’papers. Offer assistance on how they can give suggestions to their classmates.➢Revise. When students have finished reading their classmates' story and answering the questions on the Peerreview checklist, return the papers with the checklists. You may choose to have students meet and discuss their papers, or keep it anonymous. Say“Now use the information in the checklist to revise your papers“. If time is short in class, assign revision for homework.Expansion: Talk about It!Have students read aloud their stories in groups. Then give time to allow others to ask questions. If wanted, have volunteers share their stories with the class.。
高中英语新北师大版版精品教案《Communication Workshop》
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引导学生观察、思考；
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利于学生信息互补；
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高三试卷分析课：
利用语篇特点阅读分析议论文
1教学背景分析
教学内容分析
本节课处于高三下半学期二轮复习初期，是一堂试卷分析课，集中解决近几次考试〔17年西城期末、海淀期末、石景山期末，及17年石景山一模〕学生问题较大的议论文阅读局部。本节课的具体教学内容就是关注议论文的语篇特点，即从论证方法上，关注议论文的两种根本结构。旨在帮助学生在掌握议论文语篇特点的根底上，加强对议论文文章大意的理解。对于学生比拟困惑的段落通过思维导图，使学生进入阅读深层次的思维训练，进而扫除学生因缺乏对议论文根本结构的了解和错误的逻辑而出现的阅读障碍，进而提高学生做议论文阅读的准确度。
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高中英语：unit3 clebration-communication workshop教案(北师大
unit 3 celebration-Commuicaion Workshop 教案Teaching aims:1.To build vocabulary by sorting and using them.2.To write a description of an event using an appropriate layout and linking words.3.To develop skills of self-correction and peer-help.4.To arouse awareness of different cultures.Teaching material: Communication Workshop, Unit 3, Module 1Teaching aid: A multimedia computerTeaching procedures:Stage 1 Lead-in ( 6minutes )Good morning, everybody. My name is Jenny. I will be your teacher for this lesson.You will learn to describe an event through(?) describing a party. ( I heard that you had a listening lesson about parties just now. Right? Very good. It is helpful to(?) this lesson.)I believe each of you will do a very good job. I hope you can…Show some different parties on the screen. Usually when people are happy or have something worth celebration, they will have a party. For example, a birthday party,a graduation party, a Christmas party, a classmates party, a good friends party andso on.How many of you have ever been to a party? Many or few? Please hands up.If someone has been to a party, ask some questions about the party: What party was it ? Did you organize the party or were you invited to the party? Where was the party held? Who were invited? Were some foods and drinks served in the party? What did you do in the party? Do you think it’s a great party?If many of the students haven’t been to a party, tell them that it doesn’t matter.There is a very good and complete description of a party in our textbook.Stage 2 Matching ( 2 minutes )1. Ask students to read the description of the party in the textbook and match thetopics with the paragraphs.2. Check in classStage 3 Linking ( 4 minutes )In the description, especially when we describe an event, we need to use some linking words to tell the order of the event. Now let’s finish Ex.2.1. Ask students to read the text again and fill in the gaps with the words in Exercise 2: in the end, while, first, then, after that.2.Then ask them to read the passage about linking in Writing Help 3 on page 91.3. Show linking (sequence) words on the screen.Layout(8minutes )From this passage in the textbook, what really makes a complete description of a party? In other words, how many parts are usually there in the description of an event?Encourage students to summarize the layout and ask them to think about if they want to describe another event, for example, a trip, what they can write about in each part.(1) introduction: reason (why?) place (where?) time (when?) people (who?)(2) the beginning: preparations time food(3) development: something happened during the party(4) conclusion: something happened in the end the finish time the personal feelingStage 5 Writing ( 16minutes )1. Before the writing, in a group of four, work together to brainstorm topics and ideas. What topics will you write about? How do you describe the events?The students’ thoughts can be inspired by each other’s ideas. The group can write about the same topic, but it’s not necessary. They can write about different topics from the others’.2. Each student chooses one topic and writes a composition entitled something like “My Birthday Party〞, or “An Interesting Trip〞. They should use the learned layout and ideas brought forward by the peers and they can read Writing Help 3 on page 91 for reference. Try to use the newly learned “anniversary, as well as, unfortunately,a bit of, a mess〞 if possible. Try to make the description interesting as well.3. Self-correction.(1) Can you add any adjectives to make the description more interesting?(2) How about the irregular past tenses in the description?(3) Has your description included some linking words?(4) Any punctuation and spelling mistakes?Stage 6 Exchanging of Writings ( 8minutes )1.In groups of four, students read each other’s composition and give suggestions on how to make improvement.The teacher can give some tips: criterions of evaluation of an article.2. The teacher chooses one of the writings and improves it with the students.Stage 7 Assignment ( 1 minute )In groups, choose one of the following party situations and plan an ideal party: your parents’ wedding anniversary, a friend’s birthday party, a ‘leaving school’ party, or your grandmother’s 70th birthday party. Then write a description of it in English with more than 100 words. Pay attention to the tenses you use.。
高中英语Unit 19 Communication workshop 课件北师大选修7
Write a letter from New Future Language School replying to the prospective student. Follow the stages below.
Greeting Sessions Duration Reasons for English varieties overview Fees Qualifications Closing
if
as long as
except if
Choose the correct words from the brackets.
I like going to class (as long as/ unless) it isn’t boring. I won’t get a good grade ( provided that / unless ) I study hard. I don’t know (unless/ whether) I’d like working in another country. I will start the course in August ( provided that / unless) I get accepted.
高中英语北师大版必修7 Unit19 Language《Communication Workshop》优质公开课教案教师资格证面试试讲教案
高中英语北师大版必修7Unit19 Language《CommunicationWorkshop》优质课公开课教案教师资格证面试试讲教案1教学目标To make students master some useful expressions about space and learn about more space2学情分析By learning this article ,try to enable the students to talk about space exploration and lea rn the expressions for purpose.3重点难点How to get the students to understand space better4教学过程4.1第一学时4.1.1教学活动活动1【讲授】space：the final frontierTeaching procedures and ways教学过程与方式Step I Revision and lead-inCheck the answers to Exercise 2 on page 78. Meanwhile, explain the difficulties where necess ary.T: On October 15, 2003, China sent its first manned spaceship to space. Who is the first Chi nese astronaut?S: Yang Liwei.T: Good. He was launched into space in a spaceship called Shenzhou V. It was the most exciti ng event of that year. The success of Shenzhou V was important as it was the first step in China’s manned space programme. In fact, not only China but also other countries are explor ing space. Would you like to know about space exploration?S: Yes.T: Most of us are curious about space, which is the final frontier. Today let’s read the pa ssage “Space: The Final Frontier”.。
北师大版高中英语选修七Unit 19《Communication Workshop》教案 2
Unit 19 Communication Workshop 教学设计Objectives1. To practice writing a formal letter2. To practice using linking words for condition (as long as；whether；unless；provided that，if，apart from，in order to，since，although，because of，etc.)3. To complete the missing words in the song4. To understand situations some in some dialogues5. to practice using language to show sympathy6. to practice using ellipsis in speaking7. to talk about imagined experiences of studying in the UKPeriod 1Finish the first two objectives: to practice writing a formal letter and using linking words for conditionTeaching procedure and purposeAfter writ ing Step 6 Ask the Ss to share their letters in class.Ss read the classmates letters one by one by volunteers.Learn the advantagesfrom others.Step7. Ask the Ss to check their own letters.Check in groups of fourabout the style of the expressions and other mistakes.Make the Ss knowwhat to check afterwriting.Homewor k Ask the Ss to rewrite their own lettersRewrite their letters and try to do Ex 4 on P13To sum up what they learned and to learn.ProceduresTeacher’ activities Students’ activities PurposeReview Step1. Ask a student ineach group to show his \her letter in class.Ss listen carefully and tell what points they can hear are better.Learning from each other is a good way tostudy English.Step2. Ask the Ss to doEx1. on page 60.Do the Ex and then check the answer together.Make sure that the Sscan all understand the meaning of each sentence.Step3.Ask the Ss to do Ex2 on page 60Read the passage and fillin the blanks with the linking phrasesSs practice using linking words in a passage logically.Step4. Make a summaryof the linking wordsSs make a list of the linking words and rememberthe meaning of them.In order to use themproperly and correctly.Listening A song Step5. Ask the Ss to listen to the song and fillin the missing words.listening to the song and complete the missing wordsPractice listening andcatch the main idea of it.Second lis tening Step 6 Ask the Ss to Ex1on page 13Ss listen to three situational dialogues and match the words with each one.Make the Ss try to catch the word on purpose.Step7. Ask the Ss to doEx 2. on page13Recognize the place eachof the dialogue takes place.Homewor k Ask the Ss to learn tosing the song themselveChoose some of the songs they like best to shareMotivate them to learn English willingly.。
北师大版高中英语选修七高二英语unit19《CommunicationWorkshop》预习案
课题：Unit 19Language (5)Lesson 3 Body Language第一课时编写人：高二三部备课组长：王书凤审核人：梁现法Tips: Idleness rusts the mind. 懒惰使人的头脑迟钝。
Learning aims(学习目标):A: Remember some important wordsB:Keep some important words, phrases in mindC:Use the important words, phrases corectly.D:Use the reading strategies to understand the passage well. Important and difficult point(学习重难点):Use the important words, phrases corectly.Learning procedures(学习过程):StepⅠRevision(A级)A:听写单词B：听写短语StepⅡVOCABULARY:A: 预习单词，见词知意。
(A级)B: 选词填空。
(B级)课本P11，Ex51.__________2.__________3.___________4._________5.__________6.__________7.__________8.___________9._________10._________ StepⅢReading strategies—paragraphs and headings.(B级)1.仔细读每段，划出3-5个关键词。
2.找每段主题句。
段首句经常是主题句，但不一定是。
3.给每段想一个标题总结该段，这有助于你更好的理解文章。
4.标题中常用到该段中的某个词或其近义词。
A:运用阅读策略，给每段加上标题。
（课本P11 ，3）Para.1_________________________________________Para.2_________________________________________Para.3_________________________________________Para.4_________________________________________Para.5_________________________________________Para.6_________________________________________Para.7_________________________________________B：Read the text, decide which statements are true(T) and which statements are false(F)1. A person with crossed arms is probably very calm.( )2. Americans take offence at the “OK” sign.( )3. Nodding your head means “yes” in most cultures.( )4. We congratulate people by jumping for joy.( )StepⅣPara1—Para2文句解析.（B级）Para.11.________________________________________________________________________________________________译文：因为你懂得那位父亲的手势语所传达的信息，因此你会知道在发生着什么事。
初中英语北师大版八年级上册《unit2communication workshop》课件
Every time we give it all We feel the flame eternally inside us
Lift our hands up to the sky The morning calm helps us to live in harmony
For all time
Hand in hand we stand All across the land
We can make this world a better place in which to live Hand in hand we can Start to understand
Breaking down the walls that come between us for all time A li la
For all time Hand in hand we stand
All across the land We can make this world a better place in which to live
Hand in hand we can Start to understand Breaking down the walls that come between us for all
➢ What does a football player have to do? ➢ Everybody has to be clear about his role and operates with other players.
➢ What are your favourite subjects? ➢ English … (except Maths).
初二【英语(师大版)】U2 Communication Workshop
U2 Communication Workshop
初二年级 英语
主讲人 韩冬 首都师范大学附属苹果园中学分校
Lesson 4
There are several rules for each
project.
several 几个
Lesson 5
Adam, Luo Li and Rachel discuss about the class project.
Para. 3
What teams does Luke write about in his writing?
Para. 4
What teams does Luke write about in his writing?
Luke writes about a football team, a school Maths Club and a band.
Homework
1. 朗读教材P24 U2 Communication Workshop的课文； 2. 完成一篇以“My Teams”为题的短文。
Speaking
Role-play Luke and his friend. Ask Luke some questions.
Example: Friend: What clubs are you in? Luke: I’m on the football team, the maths club
e.g. I’m on the school basketball team. I like playing basketball because it’s exciting when we win a game.
Writing
北师大版高中英语选修七Unit 21《Communication Workshop》教案
Unit 21 communication workshopTeaching aims1.words and phrases2.to write a discursive essay3.to practise using linking words and phrases4.to listen to and understand a TV panel discussion5.to finish the exercises about the text6.pronunciationTeaching timeTwo periodsTeaching processStep 1 Revision1.dictation2.check the homework exercisesStep 2 new words learning1.ask some students to read the new words first and correct their pronunciation2.play the tape and have them read after the tape.Step 3 writinga)ask students to read the given words and expressions in exercise 1 first .b)read the instructions and the example sentence to the class.c)ask some students do exercise 1 on blackboard2. exercise 2a)give students a few minutes to read the text and do the exerciseb)check their answers3.exercise 3a)students do the exercise individuallyb)check their answers by having individuals read out the sentences.step 4 listening:a TV programme1.exercise 1a) read out the types of programme to the class.make sure that they understand what they are.b)look at the picture,let students guess what type of programme this is.2.exercise 2a)listen to the cassette for students to check their answer to exercise 1.b)play the tape again,let students put these topics in the order they are mentioneda)let students read the sentences firstb)play the cassette twice for them to complete the sentence.c)check their answersstep 5 pronunciation:exercise 41.give students a few minutes to read through the sentences and the option answers2.play the tape twice for students to listen and choose the correct meaning.3.check the answersstep 6 speaking:a discussion1.exercise 1,read out the instructions to the class first. then play the cassette twice for students to decide what Tom’s and Jan’s opinions are.2.exercise 2a)let students read through the words and colloquial expressions.b)play the tape twice for students to match the words and expressions3.exercise 3,students do the exercise in pairs, then check their answers.step 7 homeworkexercise 2 on page 8。
英语北师大版选修7Unit19《CommunicationWorkshopCultureCorner》教案
Unit 19 Communication Workshop教学目标:To learn how to tell formal style from informal style.To learn how to write a formal letter.To develop and practice the strategies for prediction and working out meanings of phrases.教学重难点:To learn how to write a formal letter.教学工具:computer教学过程:Step 1. Warm upFirst show students the title of the advertisement of the New Future Language School, and ask students to discuss in groups of four about what information might be covered in this advertisement. Then ask some groups to present their ideas.Step 2. ReadingStudents read the advertisement by themselves and find out whether their prediction is true or not, and what information is mentioned.Next, keep the information in mind, and then read the letter to the New Future Language School. Find out what information does the writer of the letter want to clarify. Show students a slide of headings to choose from.After students check their answers in pairs, show them the correct answer.Step 3. Finding out the mistakes of styleAsk students to read the letter to the advertisement again and find out 12 mistakes of style, then fill in the blanks on the slide. (Teacher may give them some tips by showing them in which line there is a mistake.)Then check the answers together.Next, ask students to think about how to replace the mistakes of style with the formal words and expressions in exercise 3 on page 12. Then check the answers together.Step 4. In-class ExercisesStudents do exercise 4 on page 13 to learn how to use the following linking words:as long as, except if, if, whether, provided that, unless.After checking the answers together, teacher summarizes how to use them.Step 5. Language points1. to put it simply. 简而言之To put it simply, we must leave now.2. in advance 预先To make sure that he is at home, I called him up in advance.3. get ahead 取得成功，获得进步。
九年级英语北师大版全一册Unit9CommunicationWorkshop优秀教学案例
在教学评价方面，我采用了多种评价方式，包括自评、互评和他评，以全面评估学生的学习成果。通过这些评价，学生能够更好地了解自己的学习情况，发现自己的不足，从而更好地改进自己的学习方法和策略。
五、案例亮点
1.情境创设：本节课通过设计贴近学生生活的情境，如购物、问路、邀请朋友等，让学生在真实的环境中练习和使用所学的沟通技巧，提高了学生的语言运用能力和情境交际能力。这种情境创设的方式不仅激发了学生的学习兴趣，还培养了学生的实际沟通能力。
2.问题导向：教师提出了引导性问题，引导学生思考和探讨，激发了学生的思维和探究欲望。通过自主探究和问题引导，学生能够深入理解和掌握所学的沟通技巧。这种方式培养了学生的独立思考能力和探究能力，使学生在学习过程中更加积极主动。
5.教学方法灵活多样：教师运用了多种教学方法，如讲授、讨论、角色扮演等，使课堂氛围生动活泼，激发了学生的学习兴趣和动力。教师注重与学生的互动，关注学生的学习需求和情感态度，给予及时的反馈和指导。这种方式使学生能够在轻松愉快的氛围中学习，提高了学习效果和学生的综合素质。
二、教学目标
（一）知识与技能
1.学生能够掌握并正确使用本节课所学的关键词汇和句型，如“effective communication”、“listen actively”、“express ideas clearly”等。
2.学生能够运用所学的沟通技巧，在实际情境中进行流畅的英语口语交流，并能够准确表达自己的观点和需求。
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COMPETENCE BASED TEACHING
FOR PERMANENT LEARNING
Involves students’ ability to: • Learn • Assume and direct their own learning
throughout their lives • Integrate writing and math skills • Mobilize the various cultural
FOR COEXISTENCE
Implies: •Interacting cordially with others and with nature •Communicating effectively •Teamwork •Agreeing and negotiate with others •Managing emotions •Developing personal identity •Recognizing and appreciating the elements of the ethnic, cultural and linguistic diversity
knowledge…
DO but what you
with it!
3
COMPETENCE BASED TEACHING
COMPETENCE
FORMULA:
Knowledge + Skills + Attitude + Behavior =
to at given level
a certain task
Sing, play an instrument, listen to music, hum
Rhythm, singing, melody, listening to music and melodies Sing-along time, trips to concerts, music playing
patterns, classifying,
materials, manipulative, trips to the
categorizing, working with the planetarium and science museum, etc.
abstract
Maps, reading charts, drawing, Draw, build, design, Working with pictures and
processing
Role-play, drama, things to build, movement, sports and physical games, tactile experiences, hands-on learning, etc.
Picking up sounds, remembering melodies, rhythms, singing
COMPETENCE BASED TEACHING
THEORY OF MULTISENSORY LEARNING
Studies show the capacity of retention of the average student:
20%
30%
50%
80%
+
+
15
COMPETENCE BASED TEACHING
BASIC LIFE SKILLS also include
MULTISENSORY LEARNING
13
COMPETENCE BASED TEACHING
MULTIPLE INTELLIGENCES
•Visual Spatial •Logical Mathematical •Verbal Linguistic •Bodily Kinesthetic •Musical •Naturalist •Interpersonal •Intrapersonal
Visual / Spatial mazes, puzzles, imagining things, visualization
create, daydream, look colors, visualizing, using the
at pictures
mind's eye, drawing
LEGOs, video, movies, slides, art, imagination games, mazes, puzzles, illustrated book, trips to art museums, etc.
Bodily / Kinesthetic
Musical
Athletics, dancing, crafts, using tools, acting
Move around, touch Touching, moving, knowledge and talk, body language through bodily sensations,
WHICH? WHEN? WHY?
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COMPETENCE BASED TEACHING
Life Skills
•For permanent learning
Marked by SEP
•For managing information
•For managing situations •For coexistence •For life in society
Math, logic, problem-solving, Mathematical/ reasoning, patterns Logical
Question, work with numbers, experiment, solve problems
Working with relationships and Things to think about and explore, science
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COMPETENCE
COMPETENCE BASED TEACHING
PURPOSE
• To bring the concept of core competencies to the educational community.
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COMPETENCE BASED TEACHING
Competence
Recognizing strengths and Intrapersonal weaknesses, setting goals,
understanding self
Work alone, reflect pursue interests
Naturalistic
Understanding nature, making distinctions, identifying flora and fauna
Be involved with nature, make distinctions
Working alone, having space, reflecting, doing self-paced projects
Secret places, time alone, self-paced projects, choices, etc.
Working in nature, exploring living things, learning about plants and natural events
Are those related to:
•The possibility of organizing and designing projects of life, considering various aspects such as social, cultural, environmental, economic, academic and affective
knowledge, science and technology to understand reality.
COMPETENCE BASED TEACHING
FOR MANAGING INFORMATION
• To search, evaluate, categorize and arrange information
COMPETENfe in Society
They relate to:
• The ability to decide and act with justice critical of the values and social norms and cultural
dates, thinking in words, telling talk, memorize, work at speaking, reading, writing,
stories
solving puzzles
discussing and debating
Needs
Books, tapes, paper diaries, writing tools, dialogue, discussion, debated, stories, etc.
•Taking the initiative to carry them out
•Time management
•Making decisions and assuming the consequences
•Handling failure and disappointment.
COMPETENCE BASED TEACHING
COMPETENCE BASED TEACHING
Workshop
The Planning of Didactic Projects
COMPETENCE BASED TEACHING