Q1. What is your understanding of the concept of “integrated teaching”?

 The concept means the teaching of all four skills as part of language teaching. This include
reading, listening, writing and speaking.

What would be the advantages and the disadvantages to such an integration for your students?
 Advantages
o It brings and opportunity to provide a contextual form of language. If the lesson is
related to the public transportation, a reading on the matter may provide specific and
formal vocabulary. A listening activity may provide expressions and phrases that
describe a problem related with the topic, etc.
o The development of one skill can lead to the development of another. Writing and essay
may allow for better structure in on oral presentation.
 Disadvantages
o The lessons need to be carefully throughout and must be taught by an experienced
teacher
o It allows less time to focus on one skill in particular
o Students who have an unevenly developed set of skills may not benefit entirely from
this approach. They may need to focus on the skills they lack rather than all as a whole.

What two or three nuggets of information do you take away from this article that you can use in your
current or future EFL classroom?
 Lesson should be tailored to students’s specific needs. The careful evaluation of students will
help better prepare lessons
 One skill may lead to another. I tend to think that only focusing on writing would not benefit
from developing other skills, however, this may not necessarily be the case.

Q2. Taking into consideration Larsen-Freeman’s three-dimensional grammar framework, explain why it
is important to consider not only form, but also language use and language meaning in teaching
grammar.

-words can be used in many ways or can have various meanings. The construction “make up” is used to
describe the substance women put on their face. As a verb make something up means to create or
invent an excuse. It may also mean to prepare: make up a list; or to produce, in th case of fabrics. I
student will need not only form but meaning and use in order to understand when the word is more
appropriate to use.

Q3. Which approach to grammar instruction do (have) you primarily use (used)? What are its
advantages and disadvantages? Explain how the Grammaring approach differs from the other two
approaches. Explain which approach you think would be more effective for your students, that is, which
approach would help them achieve simultaneous fluent and accurate spontaneous production.
-I have used all three approaches. It all has to do with the places I’ve worked in and the amount of years
I have spent teaching. From experiences I venture to say that no one approach a is the best, rather a
combination of approaches may work best. I have seen students who need only to repeat phrases the
best way possible because their job requires it to be so. Other students have benefited from
differentiating between their native language and the second language; critical thinking skills play a big
role in such a feat. I think creating an environment where students have the opportunity to practice,
make mistakes, have various inputs should be a priority. As the reading said, though students may
benefits from one approach, others may not.

Q4: Considering your own experiences as an FL/L2 learner and/or teacher, explain what type(s) of
feedback you have found most effective and why. What type(s) of feedback would you use in your
classroom and why?

-I have found that an explanations as to why something works or doesn’t work allows me to understand
how something works better. I have the opportunity to dissect the issue, play with it, use other
constructions and test my results. This way I have seen with my own eyes why something is the way it is.
Also, allowing additional time to ask and challenge me created and environment where I felt grew as a
learner and as a person. I tried to create this in class and have changed the way I give instructions and
make corrections. I create ways to challenge my students; and hopefully, allowing them to grow as an
overall learner.
As we shared experiences, I’ve told them I used to be one of them, someone who wanted/ needed or
had to learn English. My trials and tribulations and how I overcame them. This has created an
atmosphere where they feel English as something reachable and attainable.

Q5: Taking into account what you have read so far about integrated teaching, approaches to grammar
instruction, and corrective feedback, formulate your own set of grammar teaching principles that would
guide your pedagogical decisions and instructional practices.
1. Provide enough meaningful input so students understand meaning and use.
2. Highlight grammatical form and common mistakes
3. Present differences between and L1 and L2, this is to be done in order to consider possible
pitfalls and key areas to bear in mind.
4. Error corrections should be done on and individual basis and as a group . Set rules with students
when corrections should be made.
5. Allow for ample time to practice and ask questions.
6. Prove feedback at the end of class