methodology..Content-based, \J Task-based, and Participatory Approaches

Techniques and Principles”

In Language Teaching.

Content-based,

\J Task-based, and

Participatory Approaches

1) In your own words describe the difference between the approach to teaching communication taken in the previous chapter and this one.

It is said that when you communicate you are teaching but it really is not like that. To focus on teaching is to dedicate oneself to the specific subject, which can be proven to be applied and learned, whereas communication is to notify or share information that interests the person who is giving the message.

2) Why do you think that content-based instruction has been called 'a method with many faces'? (Snow  1991).

It can be called that because of the way the teacher applies the method, since not all of us have the ability to call the attention of students in classes as we want. On the other hand there will be methods that we can apply more than others in classes.

3) Willis (1996) proposes the following sequence for task-based activities: Pre-task, Task and Language Focus. Skehan (1998) comments that this sequence is the reverse of the sequence found in more traditional instruction. Argue.

The activities based on tasks, continuous pre-tasks in a semester would not be the most suitable to establish an English language learning or any other although a task of any area helps the student to be an investigator and draw their own conclusions.

4) One could say that the participatory approach has a political as well as an educational philosophy. What do you understand this statement? To mean? 156 Content-based approaches, task-based and participatory.

That a teacher focuses on a good content is encouraging and that it is better understood, the researched tasks are only understood with the teacher's help most of the time and in terms of participation, it is better when it is spontaneous.

B Apply what you have understood about the content, task-based, and participatory approaches:

If I order to research about fruits, I would classify them by candy or asidas looking for the same students based on their own experiences where the sweets and the acids would be located which the students would be the ones that give the correct answers. When students have idea of ​​the search content it is much easier for them. Tightened when it is a new terrain to explore and participation in classes is not very noticeable.

1) In what way process writing and journal maintenance are consistent with

Principles of language? Can you think of other writing techniques? What follows the principles?

Orthophony and phonics are another type of writing that takes for granted the true sound or writing of a given word of the English language.

2) Make a list of projects that could be done by your students. Remember that the project is not designed to fit a particular language points. Also remember that the fact that students want to participate is crucial. On your list it could be something like publishing a newspaper school as described in this chapter. Other ideas may be planning a field trip, conducting a survey or investigating a topic as an environmental concern. If you decide that your students will go ahead and work on a project, you may want to consult Fried-Booth (1986).

One of my project lists for my students would be to go to a school and take note of its structure, location, operation, general objective, contributions among others.

Another would be a library where they would locate certain authors with location of the year of the book, author, and name of the same, how many they visited and found in each of them and then in class all the participants will have something to contribute about the experience.

3) Think of an example for each of the three types of tasks of Prabhu: information-gap, opinion gap and reasoning gap. Try them in your classroom and see what you can learn.

4) Talk with your students about what is happening in their lives. Arch Are there topics that arise and in which you can plan lessons?

The current situation in Venezuela is alarming and worrying for many today and when discussing the reality of all assignments can be based on them where the student is the protagonist of what is lived in these times.