1. Content-based instruction
1.1. it is “an approach to language teaching that integrates the presentation of subject matter or class assignments (eg math, social studies).
1.1.1. In the integrated teaching of language and content, not only the criteria around which the content is selected and its planning must be defined, but also how these are articulated in the context of the program as a whole.
1.2. Teacher role:
1.2.1. adapt the contents to the academic-linguistic needs of the students through the use of complementary material.
1.3. Student role:
1.3.1. He must master the skills of reading, listening, speaking and writing on topics of interest that motivate him to express himself in the second language.
1.4. Presence of grammar:
1.4.1. does not deny the importance of grammar. Grammar is considered the mechanism through which people can communicate what they want to say and can understand what others are saying, either orally or in writing.
1.5. According to Met, the contents to be taught must be selected according to linguistic, cognitive and motivational criteria:
1.5.1. Linguistic criteria
1.5.1.1. They must take into account the level of competence of the apprentice and the objectives to be pursued.
1.5.1.2. When choosing a discipline, it must be borne in mind that different uses of language can be learned.
1.5.2. Cognitive criteria
1.5.2.1. It must be an interesting and motivating intellectual proposal, which is challenging.
1.5.2.2. It must contribute something new and not be repetitive.
1.5.2.3. It must be adapted to the linguistic level of the students.
1.5.3. Motivational criteria
1.5.3.1. suit the “interests” of the learners.
1.5.3.2. activities that promote play, imagination and manipulation in highly patterned and organized contexts.
1.6. ACTIVITIES
1.6.1. vocabulary building.
1.6.2. discourse organization.
1.6.3. communicative interaction.
1.6.4. synthesis of content materials and grammar.
2. Communicative Language Teaching
2.1. “The communicative approach is also known as communicative language teaching, as a notional-functional approach or as a functional approach.
2.2. Language is an innate device for language acquisition (language organ).
2.3. Teacher role:
2.3.1. help the student to understand and respect socio-cultural codes.
2.4. Student role:
2.4.1. Must play active and passive roles during the process.
2.5. Presence of grammar:
2.5.1. it is learned both deductively and inductively.
2.6. practical principles
2.6.1. Be aware of what you are doing.
2.6.2. The whole is more than the sum of the parts.
2.6.3. The processes are as important as the forms.
2.6.4. Mistakes are not always mistakes.
2.7. ACTIVITIES
2.7.1. functional communication activities
2.7.1.1. compare sets of images and notice similarities and differences.
2.7.1.2. develop a probable sequence of events in a set of images.
2.7.1.3. discover missing features on a map or image.
2.7.1.4. following instructions; and solve problems from shared clues.
2.7.2. social interaction activities
2.7.2.1. conversation.
2.7.2.2. discussion sessions.
2.7.2.3. dialogues and role-plays.
2.7.2.4. simulations.
2.7.2.5. skits.
2.7.2.6. improvisations, and debates.