Module 4, Task 8: Quiz 2

 


  • Due No due date
    •  
  • Points 10
    •  
  • Questions 4
    •  
  • Time Limit None
    •  
  • Allowed Attempts Unlimited

Instructions

Question mark.png

This is a REQUIRED task (30 minutes)

This quiz will test your understanding of core concepts related to task-based grammar teaching. You can take this quiz as many times as you like. Be sure to read the feedback after you submit your answers. Please note that you must score at least 7/10 to move on in the module. Good luck!

 

 

Module 4 Page 12 of 16
This is a program of the U.S. Department of State, administered by FHI 360 and delivered by World Learning
"Question mark icon" by Gina Asalon is licensed under CC BY 4.0Links to an external site.

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Attempt History

AttemptTimeScore
KEPTAttempt 23 minutes10 out of 10
LATESTAttempt 23 minutes10 out of 10
Attempt 118 minutes4 out of 10
 Correct answers are hidden.
Score for this attempt: 10 out of 10
Submitted Apr 8 at 10:22am
This attempt took 3 minutes.
 
Question 1
7 / 7 pts
Match each activity with the appropriate task-based lesson stage.
Teacher asks students if they like festivals. She asks several students to briefly describe their favorite festival and say when and how it is celebrated. Students work in groups and read a text about popular festivals in America.
 
Students have to decide what they want to celebrate and how they will do that. They begin to make plans orally.
 
Students assign responsibilities and plan the event in detail: activities, food, music, performances, guests to be invited, etc. Groups prepare posters.
 
Students display posters. Groups present their reports. The teacher gives feedback.
 
The teacher focuses on ways of expressing future actions (will and be going to)
 
Students prepare short summaries of festivals presented by other groups using will and going to.
 
Students finish the following sentences: Today I learned ….. I did ………………………. well. I need to practice …………….
 
 
Question 2
1 / 1 pts

Identify the appropriate task type.

Students are asked to think of five ways to classify the clothes they wear. This is ...

  
Yes! Students are asked to come up with their own classification criteria and sort the listed items of clothing.
  
  
 
Question 3
1 / 1 pts

Identify the appropriate task type.

Students describe memories about their first day at school.

This is ...

  
Correct!
  
  
 
Question 4
1 / 1 pts

Identify the appropriate task type.

Students plan a dinner menu for foreign visitors within a given fixed budget. This is

  
Correct!
  
  

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Module 1 Overview

Hình ảnh
  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

Hình ảnh
    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

Hình ảnh
      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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