Tasks and projects
SUBJECT ASSIGNMENT:
TASKS AND PROJECTS
Name and surname(s):
Guillermina Galindo
Gabriela Carolina Graizzaro
María Nuñez Ortiz
Nancy Esther Ruiz Gallego
Login:
MEFPMTFL1075687
ARFPMTFL1336603
PEFPMTFL1310366
COFPMTFL1329703
Grupo: fp_tefl_2013-06
INDEX
Introduction…………………………………………………………………………………………
Project Analysis………………………… …………………………………………………………
Project Adaptation…………………………………………………………………………………
Conclusion…………………………………………………………………………………………
Bibliography……………………………………………………………………………………….
Webography………………………………………………………………………………………
Appendix …………………………………………………………………………………………
INTRODUCTION
Project work appears to be a good methodology of teaching and learning when you work with students of different abilities and with several interests.
A project is an extended piece of work on a particular topic, where the content is determined principally by the learners with guidance and prompts from the teacher.
Project work is a process-product balanced approach (Legutke, Thomas 1993: 158). The learning process focuses on a specific task, understanding the complexity of the task and dividing it into areas of sub-tasks which have to be gradually completed. These sub-tasks are connected as they arise from the nature of the whole task itself. The connection is based on practical needs and logical rules; it is not made up in an artificial way by the teacher (Legutke, Thomas 1993:202).
When students do project work, they don’t see English as a chore in itself, but as a means of communication and, in this sense, they learn the language through use.
It is worth saying that projects are highly motivating for students; they can be carried out about almost any topic. They are useful tools to develop the range of learners’ capabilities, catering for special needs and addressing the most diverse multiple intelligences.
Based on these principles we will develop an
TASKS AND PROJECTS
Name and surname(s):
Guillermina Galindo
Gabriela Carolina Graizzaro
María Nuñez Ortiz
Nancy Esther Ruiz Gallego
Login:
MEFPMTFL1075687
ARFPMTFL1336603
PEFPMTFL1310366
COFPMTFL1329703
Grupo: fp_tefl_2013-06
INDEX
Introduction…………………………………………………………………………………………
Project Analysis………………………… …………………………………………………………
Project Adaptation…………………………………………………………………………………
Conclusion…………………………………………………………………………………………
Bibliography……………………………………………………………………………………….
Webography………………………………………………………………………………………
Appendix …………………………………………………………………………………………
INTRODUCTION
Project work appears to be a good methodology of teaching and learning when you work with students of different abilities and with several interests.
A project is an extended piece of work on a particular topic, where the content is determined principally by the learners with guidance and prompts from the teacher.
Project work is a process-product balanced approach (Legutke, Thomas 1993: 158). The learning process focuses on a specific task, understanding the complexity of the task and dividing it into areas of sub-tasks which have to be gradually completed. These sub-tasks are connected as they arise from the nature of the whole task itself. The connection is based on practical needs and logical rules; it is not made up in an artificial way by the teacher (Legutke, Thomas 1993:202).
When students do project work, they don’t see English as a chore in itself, but as a means of communication and, in this sense, they learn the language through use.
It is worth saying that projects are highly motivating for students; they can be carried out about almost any topic. They are useful tools to develop the range of learners’ capabilities, catering for special needs and addressing the most diverse multiple intelligences.
Based on these principles we will develop an
Bibliography: In this phase learners focus on the topic.Teachers should have as objectives:(Michael Legutke and Howard Thomas (1991, p.172) To sensitize learners towards the theme This is one of the most important parts of project work, Legutke and Thomas (1991, p.180) suggests these items that should be evaluated: Topic understanding