Module 3, Task 10: Summary

 


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  Congratulations on the successful completion of Module 3! (20 minutes)

 

Watch the video summarizing the main themes discussed in Module 3. Click HERE Download HEREto download the transcript.

If you are having trouble viewing this video, or you would like to download it, click hereLinks to an external site..

Transcript:

How to weave a skilled grammar tapestry

In Module 3, you looked at, read about, and discussed some basic principles for integrating grammar and skills instructions. We started the week with exploring the benefits of the integrated skills approach, and then focused on the various ways of integrating language skills and grammar in content or theme-based lessons. We emphasized that the most effective way to integrate grammar into skills teaching is to teach it at the point of need. What does this mean? Ever since we started this course, we’ve kept repeating that there’s no one way to teach grammar. Yes, we should follow the organic garden approach, but there are so many different gardens in the world. In this Module, we introduced a new metaphor, that of tapestry, and you know that tapestries are woven in many different ways. Patterns differ, and it’s up to the teacher to pick up various threads (students, their proficiency level, learning challenges, context, etc.) and decide how to weave a tapestry for a pa

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Module 1 Overview

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  What does grammar teaching involve? Welcome to Module 1!  In this module, you will learn how the course is structured and what you need to do to complete it successfully. After that, you will read a brief history of grammar teaching and then focus on the main characteristics of communicative grammar teaching. Learning objectives: By the end of the module, you will be able to: explain the difference between three main approaches to grammar teaching understand core concepts related to grammar acquisition identify main characteristics of a communicative grammar lesson. Below are the tasks you need to complete in Module 1 with the recommended time as a guide. These time guidelines are only approximate: you may find that you spend longer or shorter on some tasks, depending on your experience with and interest in the topic. Getting started "Untitled"   Links to an external site. by Fabio Santaniello Bruun via Unsplash is  licensed under CC0 Links to an external site. Tas...
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Module 4, Task 5: Task Types in TBLT -Whats and Hows

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    Selecting an appropriate task for a particular group of students is the first and perhaps most important step in ensuring the success of a TBLT lesson. The knowledge of students’ current or future language needs can help teachers choose relevant tasks that will generate rich interaction and create contexts that facilitate language learning. In order to ensure that students experience a wide range of learning experiences, teachers should make an effort to include a variety of tasks in their teaching practice. The table below introduces s ix main types of task that could be modified for use with almost any topic . Tasks Task type Processes What Sample tasks Things to keep in mind Listing Brainstorming   (requires students to draw on their own knowledge and experience) Fact-finding  (students find things out by interviewing each other or other people, or by checking relevant resources, e.g. books, the internet) People, places, things, actions, words, qualities, jo...
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Module 4, Task 10: Summary

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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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