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The teacher presents fascinating problems, so the students are focused on the message, not in the language.

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Propose activities to stimulate the student's ZPD (zone of proximal development).

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Propose activities to stimulate the student's ZPD (zone of proximal development).

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Propose activities to stimulate the student's ZPD (zone of proximal development).
In my case, basis is given for a proposed schematic drawing exercise, but learning is improved if (a little of) something is left to students to discover by themselves.

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Once a particular software tool is explained, students have to put it in practice for a particular problem. Collaborative work is encouraged.

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For now, I described the warming activity and the Activity 1.2. I'm working on the first main activity.

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The language is learnt by acquisition, not through rules and output. I minimize error correction in language since it can frustrate some students.

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Team work stimulates learning if evaluation is properly designed. The software we use pose different problems that can be solved using collaborative brainstorming.

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After the basic tools are understood, I present a new project where students will be able to use them freely.

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Since the method involves a very diverse group o9f students, it must focus on attitude rather than aptitude,

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Put forward problems that are both meaningful and interesting to the students

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Put forward problems that are both meaningful and interesting to the students

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Meaningful problems tend tend to arouse the interest of college students.
In our case, we work on schematics of real machines that do things. The context is key at this level of the learning process.

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Student evaluate each other so they know the importance of applying standards in their schematics, in order to be able to undertsand them-

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Full content of this activity, as projected to the students, is available upon request.

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These three long-established activities are quite classical in concept but I consider them extremely useful.