SlideShare a Scribd company logo
CONTENT-BASED APPROACH.
• THIS APPROACH WAS LAUNCHED IN THE 1970’S AND IT INTEGRATES
THE LEARNING OF LANGUAGE WITH THE LEARNING OF SOME OTHER
CONTENT, FOR EXAMPLE: ACADEMIC SUBJECT MATTER.
HTTPS://WWW.YOUTUBE.COM/WATCH?V=K65QUGFXLZ8
TASK-BASED APPROACH.
• THIS APPROACH PROVIDES STUDENTS WITH A NATURAL CONTEXT FOR LANGUAGE USE. AS THEY HAVE TO
SOLVE A TASK, THEY HAVE THE OPPORTUNITY TO INTERACT, AND TO EXPRESS THEIR OWN MEANINGS.
• HTTPS://WWW.YOUTUBE.COM/WATCH?V=XCEFP2DRGWG
• PRE-TASK (SIMILAR ACTIVITY TO WHAT COMES AFTER)
• LOGICAL THINKING (IN ORDER TO COMPLETE THE TASK)
• SCAFFOLDING (PROVIDED BY THE TEACHER TO SOLVE THE TASK)
• IN THIS WAY STUDENTS CAN HAVE MORE OPPORTUNITIES FOR INTERACTION.
• 3 TYPES OF TASKS ACCORDING TO PRAHBU: INFORMATION-GAP ACTIVITY (EXCHANGE OF INFORMATION TO
COMPLETE A TASK). OPINION-GAP ACTIVITY (STUDENTS GIVE THEIR PERSONAL OPINIONS, EMOTIONS AND
BELIEFS) AND A REASONING-GAP ACTIVITY (STUDENTS INFER INFORMATION FROM WHAT THEY HAVE BEEN
GIVEN).
PARTICIPATORY APPROACH
• IT WAS ORIGINATED IN THE 1960’S BY PAULO FREIRE. IT IS SIMILAR TO
CBI IN THAT THE CONTENT IS MEANINGFUL TO THE STUDENTS, BUT
DIFFERENT IN THE NATURE OF THIS CONTENT.
• EDUCATION IS NOT VALUE FREE. IT OCCURS IN A PARTICULAR CONTEXT.
• THE GOAL OF THIS APPROACH IS TO HELP STUDENTS TO UNDERSTAND
THE SOCIAL, HISTORICAL, OR CULTURAL FORCES AFFECT THEIR LIVES,
AND TO EMPOWER STUDENTS TO TAKE DESICIONS.
• HTTPS://WWW.YOUTUBE.COM/WATCH?V=GFNKLK3KNCC&T=47S
Cbi, tbl and participatory app.

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Cbi, tbl and participatory app.

  • 1.
  • 2. CONTENT-BASED APPROACH. • THIS APPROACH WAS LAUNCHED IN THE 1970’S AND IT INTEGRATES THE LEARNING OF LANGUAGE WITH THE LEARNING OF SOME OTHER CONTENT, FOR EXAMPLE: ACADEMIC SUBJECT MATTER. HTTPS://WWW.YOUTUBE.COM/WATCH?V=K65QUGFXLZ8
  • 3. TASK-BASED APPROACH. • THIS APPROACH PROVIDES STUDENTS WITH A NATURAL CONTEXT FOR LANGUAGE USE. AS THEY HAVE TO SOLVE A TASK, THEY HAVE THE OPPORTUNITY TO INTERACT, AND TO EXPRESS THEIR OWN MEANINGS. • HTTPS://WWW.YOUTUBE.COM/WATCH?V=XCEFP2DRGWG • PRE-TASK (SIMILAR ACTIVITY TO WHAT COMES AFTER) • LOGICAL THINKING (IN ORDER TO COMPLETE THE TASK) • SCAFFOLDING (PROVIDED BY THE TEACHER TO SOLVE THE TASK) • IN THIS WAY STUDENTS CAN HAVE MORE OPPORTUNITIES FOR INTERACTION. • 3 TYPES OF TASKS ACCORDING TO PRAHBU: INFORMATION-GAP ACTIVITY (EXCHANGE OF INFORMATION TO COMPLETE A TASK). OPINION-GAP ACTIVITY (STUDENTS GIVE THEIR PERSONAL OPINIONS, EMOTIONS AND BELIEFS) AND A REASONING-GAP ACTIVITY (STUDENTS INFER INFORMATION FROM WHAT THEY HAVE BEEN GIVEN).
  • 4. PARTICIPATORY APPROACH • IT WAS ORIGINATED IN THE 1960’S BY PAULO FREIRE. IT IS SIMILAR TO CBI IN THAT THE CONTENT IS MEANINGFUL TO THE STUDENTS, BUT DIFFERENT IN THE NATURE OF THIS CONTENT. • EDUCATION IS NOT VALUE FREE. IT OCCURS IN A PARTICULAR CONTEXT. • THE GOAL OF THIS APPROACH IS TO HELP STUDENTS TO UNDERSTAND THE SOCIAL, HISTORICAL, OR CULTURAL FORCES AFFECT THEIR LIVES, AND TO EMPOWER STUDENTS TO TAKE DESICIONS. • HTTPS://WWW.YOUTUBE.COM/WATCH?V=GFNKLK3KNCC&T=47S