Paula Simões
In the process of classroom planning, every teacher needs to come up with ideas of activities that help integrate all the skills involved in learning a language. For many years and until recently, classroom work evolved mainly around written comprehension and production activities. The evaluation tasks produced by the Ministério da Educação and GAVE also lacked the introduction of activities connected with the other skills, namely the oral interaction skills.
In that sense, we can say that the appearance of the Common Assessment Framework for the Foreign Languages from within the EU set the standards for the path that language teaching was to follow in every member state. (Leitura integral)
That is where project-based learning can be applied. It's one of the best ways to integrate all the related and non-related to the task skills that students already have.
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This activity would increase the skills of students who need more help to grow with a powerful skills. This assessment will bring many changes in learning different languages and teaching have to be on state level.
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In the optional schools, topic content overwhelms, and the overarching suspicion is that understudies have effectively learned fundamental abilities. Ability inadequate understudies are accepted to require therapeutic help. More propelled direction in perusing and particularly composing are thought to be the territory of English instructors.
Learning realities is your main thing in Primary school; it is 'first level learning'. By secondary school you should be prepared to proceed onward to investing your energy in growing more unpredictable manners of thinking and not just expanding the measure of data that you have put away in your mind and can in this way disgorge, parrot style, on interest.
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In the optional schools, topic content overwhelms, and the overarching suspicion is that understudies have effectively learned fundamental abilities. Ability inadequate understudies are accepted to require therapeutic help. More propelled direction in perusing and particularly composing are thought to be the territory of English instructors.
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In the discretionary schools, subject substance overpowers, and the overall doubt is that substitutes have adequately learned principal capacities. Capacity deficient understudies are acknowledged to require restorative offer assistance.
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