Project work

Nhàn
C.Diệp
Hằng
Uyên
P.Thủy
Đại
Leaf
Watch the video and answer some questions below:

1. What can you see in the video?

2. What do the children do in it?

3. How do the children feel?
Project
Work
A Means
to Promote
Language
Content 
What is Content-based instruction (CBI) ?
What can be considered ‘content”?
What is a rationale for CBI?
What are the features of CBI?
around the content or information, not around the linguistic or other types of syllabus.
The subtance or subject matter that we can learn or communicate through language content rather that the language used to convey it
It is a significant approach in language education.
CBI is designed to provide second-language learners instruction in content and language.
Features of CBI:
The activities of the language class are specific to the subject matter being taught, and are geared to stimulate students to think and learn through the use of the target language.
It provides a forum in which students can respond orally to reading and lecture materials.
It recognizes that academic writing follows from listening and reading, and thus requires students to synthesize facts and ideas from multiple sources as preparation for writing.
Students are exposed to study skills and learn a variety of language skills which prepare them for the range of academic tasks they will encounter.
Project work as a natural extension of
content-based instruction
Content-based instruction allows for the natural integration of sound language teaching practices such as alternative means of assessment, apprenticeship learning, cooperative learning, integrated-skills instruction, project work, scaffolding, strategy training, and the use of graphic organizers.
Some language professionals equate project work with in-class group work, cooperative learning, or more elaborate task-based activities.
Project work is viewed by most of its advocates "not as a replacement for other teaching methods" but rather as "an approach to learning which complements mainstream methods and which can be used with almost all levels, ages and abilities of students"
The primary characteristics of project work
- Project work focuses on content learning rather than on specific language targets. Real-world subject matter and topics of interest to students can become central to projects.
- Project work is student centered, though the teacher plays a major role in offering support and guidance throughout the process.
- Project work is cooperative rather than competitive. Students can work on their own, in small groups, or as a class to complete a project, sharing resources, ideas, and expertise along the way.
- Project work leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks.
- Project work culminates in an end product (e.g., an oral presentation, a poster session, a bulletin board display, a report, or a stage performance) that can be shared with others, giving the project a real purpose..
oral presentation
a poster
a report
a display
- Project work is potentially motivating, stimulating, empowering, and challenging.
-Project work is introduced as a special sequence of activities in a more traditional classroom, requires multiple stages of development to succeed.
Incorporating Project Work Into The Classroom
-Sheppard and Stoller(1995) proposed an 10-step sequence that gives easy-to-manage structure to project work and guides teacher and students.
 Incorporating Project Work Into The Classroom
Step I:
Students and instructor agree on a theme for the project
Step II:
Students and instructor determine the final outcome
Step III:
Students and instructor structure the project
Step IV:
Instructor prepares students for the language demands of information gathering
Step V: Students gather information
Step VI:
Instructor prepares students for the language demands of compiling and analyzing data
Step VII:
Students compile and analyze information
Step VIII:
Instructor prepares students for the language demands of the culminating activity
Step IX: Students present final product
Step X: Students evaluate the project
Project:
- To encourage students to use language to learn something new about topics of interest
Developing a project in a language classroom
Developing a project in a language classroom
- To prepare students to learn subject matter through English
Developing a project in a language classroom
- To expose students to content from a variety of informational sources to help students improve their academic language and study skills
- To provide students with contextualized resources for understanding language and content
Developing a project in a language classroom
- To simulate the rigors of academic courses in a sheltered environment
Developing a project in a language classroom
- To promote students` self-reliance and engagement with learning
Increased motivation - learners become personally involved in the project.
Some advantages of project work are:
All four skills, reading, writing, listening and speaking are integrated.
Autonomous learning is promoted as learners become more responsible for their own learning.
There are learning outcomes -learners have an end product.
Authentic tasks and therefore the language input are more authentic.
Interpersonal relations are developed through working as a group.
Content and methodology can be decided between the learners and the teacher and within the group themselves so it is more learner centred.
Learners often get help from parents for project work thus involving the parent more in the child`s learning. If the project is also displayed parents can see it at open days or when they pick the child up from the school.
A break from routine and the chance to do something different.
A context is established which balances the need for fluency and accuracy. Haines (1989)
PROJECT WORK
ADVANTAGES
DISADVANTAGES
Making English language classroom more vibrant.
Limited to content – based language classes
SOLVE
Diversity instruction with an occasional project.
Intergrate projects into their couses.
Students of varying levels and needs can benefit from the empowering experience that results from participation and collaboration in a project.
With adaptation and creativity, the project approach can be successful and rewarding for teachers and students alike.
Racing game
Students and instructor agree on a theme for the project
Students and instructor determine the final outcome
Students and instructor structure the project
Instructor prepares students for the language demands of information gathering
Students gather information
Instructor prepares students for the language demands of compiling andanalyzing data
Students compile and analyze information
Instructor prepares students for the language demands of the culminating activity
Students present final product
Students evaluate the project
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1. Students and instructor agree on a theme for the project
2. Students and instructor determine the final outcome
3. Students and instructor structure the project
4. Instructor prepares students for the language demands of information gathering
5. Students gather information
6. Instructor prepares students for the language demands of compiling andanalyzing data
7. Students compile and analyze information
8. Instructor prepares students for the language demands of the culminating activity
9. Students present final product
10. Students evaluate the project
Food Pyramid
Food Pyramid
Not everyday
in very small amounts
2 servings a day
3 servings a day
3-5 servings a day
5-7 servings a day
coke
apples
Have a
Nice day!