Module 5, Task 10: End-of-Course Implementation Task

 


this is a required task

 

End-of-Course Implementation Task (30 minutes)

 

At the end of the course, we would like to share some additional materials with you which we hope will help you review the course content and implement some of the ideas in your daily practice:

Teachers learn best in practice and from practice; therefore, we do encourage you to take the next step and try some of these teaching ideas with your students. We know you are up to that challenge!

Here are some suggestions on how you can use these materials:

  • Teach them to your students in their current form and reflect on what has happened.
  • Modify them using the SARS approach, teach them to your students, and reflect on what has happened.
  • Prepare original lesson plans, use the provided evaluation rubrics to evaluate them, teach these lessons to your students, and reflect on what has happened.
  • Share the course materials with your colleagues and make them interested in teaching grammar communicatively.

What do you think you may do? Select one idea that you think will be most beneficial in your context and plan how you will implement it. Outline an action plan in your journal.

**PLEASE NOTE this assignment will not be submitted through Canvas.**

 

Nhận xét

Đăng nhận xét

Bài đăng phổ biến từ blog này

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...
Đọc thêm

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...
Đọc thêm

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...
Đọc thêm