(18/10)

Functional approach:

• It is based on the functions of the language.
• Process of “thinking in English”.
• If you want to ask for the age of a person….then… How old…?
• Functions instead of grammar exercises.
• Listening, speaking, reading and writing, according to needs of the students.
• Grammar aspects may be studied when students benefit from them.
• This process comes at the end, not at the beginning.
• Do students of Primary Education need a knowledge of grammar for a communicative use of English? No, they don´t. These are not objectives.
• In that video, several abilities were involved such as listening, writing, speaking and reading. 

Task-based approach:

• Difference between task and activity.
• It can be defined as “how a learner applies his or her communicative competence to undertake a selection of tasks”.
• It is directly connected with motivation.
• What is a task? A task is an activity “where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome” (Jane Willis).
• The teacher does not pre-determine what language will be studied in a definite lesson because the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.
• The TBL Framework.

CLIL:

• Content and Language Integrated Learning.
• Teaching different subjects such as science, history,… to students through a foreign language.
• This can be by the English teacher using cross-curricular content or the subject teacher using English as the language of instruction.
• Both methods result in the simultaneous learning of content and English.

The CEFR:

• Common European Framework of Reference for Languages: Learning, Teaching, Assessment.
• The CEFR provides a common basis for:

×          The elaboration of language syllabuses.

×          Curriculum guidelines.

×          Examinations

×          Textbooks, etc.

• Accross Europe.
• It describes:

×          What language learners have to learn to do in order a language for communication.

×          What knowledge and skills they have develop to be able to act effectively.

• The description also covers the cultural context in which language is set.
• The Framework also defines levels of proficiency, which allow learners’ progress to me measured at each stage of learning and on a life-long basis. 
• Check or download it here.

Aims and objectives:

To promote the national and international collaboration of governmental and non-governmental institutions engaged in the development of teaching and evaluation in the field of modern languages for the production and use of materials, including multi-medial. 

Photos extracted from:

• http://www.slideshare.net/gingerfresa/tbl-presentation-22843738 

• http://dublin.eazycity.com/useful-information/english-levels-from-a1-to-c2