1. by Weizmar Lozada

3. Content-based Instruction Use of content from other disciplines in language teaching. Build on students’ previous knowledge. Students motivated to learn because of relevance. Teachers help to develop linguistic content. Language is learned best when it is used to bring interesting information. Vocabulary can be easily acquired with contextual cues.

4. Content-based Instruction Teachers provides learners with a natural context for language use. Activity has purpose and results. Learners use authentic materials to practice language.

6. Task-based Instruction Teachers go through a pre-task with students before they work individually. Teachers go through the task step-by-step. Communicative competence = able to read, discuss, write about content of other fields. Level is i + 1

7. Task-based Instruction Teacher-student negotiation, ask for feedback. Teachers use language naturally. Teachers repeat the correct form to reinforce. Students do a task in groups; practice authentic listening and speaking.

8. Task-based Instruction Students receive feedback based on the content. Students have input just for creating a way to complete a task.

10. Project- Based Learning PBL The main purpose of PBL is: To engage students in learning process. To provide an environment for the acquisition of skills needed in education and workplace. To teach curricular content. To build new skills.

11. Elements of PBL: Standards Based Assessment Student Centered Collaboration Real World Connection Multimedia Project- Based Learning PBL

12. PBL consists of Contents organize to create Activities using Conditions to produce Results

13. Content: Focused its attention on: Problems presented in students environment. Students find connections between ideas. Real-world questions that students care about. Project- Based Learning PBL

14. Support student autonomy : Students get involved on learning communities. Class-work is in a social context. Students direct their own work and learning. Students simulate the professional work. Project- Based Learning PBL Conditions:

15. Investigative and engaging: Students get involved in investigations over long periods of time. Students make their own connections among ideas and acquiring new skills Students use authentic tools. Students get feedback from teachers and realistic assessment. Activities: Project- Based Learning PBL

16. Results Real-world outcomes: Students create complex and intellectual products to demonstrate learning. Students participate in assessments. Students show development in real-world competence.

17. Teaching role Follows student interest Large units composed of complex problems or issues Broad, interdisciplinary focus Teaching role Follows fixed curriculum Proceeds block by block, unit by unit Narrow, discipline-based focus Traditional Instruction Emphasizes Project Based Learning Emphasizes

18. Materials of instruction Direct or original sources: printed materials, interviews, documents, and others Data and materials developed by students Traditional Instruction Emphasizes Project Based Learning Emphasizes Materials of instruction Texts, lectures and presentations Teacher-developed exercise sheets and activities

19. Classroom context Students working alone Students competing with one another Students receiving information from an instructor Classroom context Students working in groups Students collaborating with one another Students constructing, contributing, and synthesizing information Traditional Instruction Emphasizes Project Based Learning Emphasizes

20. Student role Carry out instructions Memorizer and repeater of facts Students receive and complete brief tasks Listen, behave, speak only when spoken to Student role Carry out self- directed learning activities Discoverer, integrator, and presenter of ideas Students define their own tasks and work independently for large blocks of time Communicate, show affect, produce, take responsibility Traditional Instruction Emphasizes Project Based Learning Emphasizes