Module 3, Task 1: The Teacher's Dilemma

 


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The Teacher's Dilemma (10 minutes)



Watch two teachers sharing their experiences with integrating grammar and skills teaching. Click HERE Download HERE to download the transcript.

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Teacher 1:

Hello, my name is Saad Chaudhry and I taught English in Takamatsu, Japan. I've had very positive experiences with integrating grammar into skills lessons: it is much easier for me to present grammar in context and plan a lesson that is meaningful for my students; many students find this approach beneficial because they get to practice grammar in real life situations. However, there are some drawbacks. My schedule is very busy and I don’t always have time to design completely new tasks and prepare additional materials. Also, school administration and some colleagues don’t always appreciate my efforts. They think I am only supposed to teach the course book and prepare students for the final exam.

 

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Teacher 2:

Hi, I'm Nadine and I taught in Egypt. I found from my experience that integrating grammar and skills was very useful for students, and it tends to be very beneficial for them, but the problem is that it's very difficult to implement at times. The reason is because there's usually so much to teach a student in one lesson, so if you do integrate grammar, I found that sometimes you have to skip certain sections or rush through activities. I tend to not like to rush through activities. The other thing to take into consideration is when you do integrate the grammar, what type of grammar do you integrate? Do you include presentations or do you include practice stages? There's also the issue of how much time do you budget in a lesson to make sure that grammar is integrated. I think it’s best if you focus on one thing at a time.

 

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World Learning Teacher Trainer:

Hi, my name is Neil O’Flaherty and I’m a teacher trainer here at World Learning. I think there’s no doubt that integrating grammar and language skills is undoubtedly enormously beneficial for our students. Having said that, it is definitely challenging for many teachers to try to decide how best to do that, or in fact, to try to do it at all. The fact that it’s not easy to achieve does not make it a bad thing or something we should be afraid of. I think in this module – Module 3 – we will be finding out together why we might do that, why it might be a good idea for our students, and also what are some ways in which we can achieve that integration that we’ve been talking about.

 

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      Congratulations on the successful completion of Module 4!   Watch the video summarizing the main themes discussed in Module 4. Click  HERE   Download HERE to download the transcript. If you are having trouble viewing this video, or you would like to download it, click  here Links to an external site. . Transcript: In this summary, we’ll review the main characteristics of task-based grammar teaching, and offer some suggestions on how you can integrate it in your daily practice, even if you work with mandatory course books. Key Characteristics of Task-Based Learning Students are focused on completing a task on their own. The language used during the task is a means to achieve the goal. Learning is organized around  task completion . Teachers give students different tasks to accomplish, and then give them examples of language they can use to accomplish that goal. Task-based lesson format allows students to first focus on meaning, and then on fo...
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