2. WHAT AM I GOING TO PRESENT?
Teaching Children in EFL Settings
Teaching Techniques and Skills in EFL
Settings
Treating Learners’ Errors in EFL Settings
6. PROBLEMS OF MANAGING A LARGE CLASS
Taking of attendance
Returning and collecting
student work
Communicating individually
with students as needed
8. Echevarria, J., & Short, D. J., & Vogt, M. (2007).
Chapter two: Lesson Preparation. Making content
comprehensible for English learners: the SIOP
model (3rd Edition). New York, NY: Allyn &
Bacon/Pearson Education.
Stevick, E. (1988). Part 1: Before you read. Teaching
and learning languages. Cambridge, England:
Cambridge University Press.
Bailey, K. M. (2003) Chapter three: Speaking. In D.
Nunan (Ed.), Practical English Language Teaching.
New York, NY: McGraw-Hill/Contemporary.
9. MAKING CONTENT COMPREHENSIBLE FOR ENGLISH
LEARNERS: THE SIOP MODEL
Components of Chapter Two:
(1). The introduction
of background information
(2). The rationale for each of
the six features
(3). Teaching scenarios involving
three teachers
10. SIOP FEATURES
Writing language objectives
Language objectives clearly defined, displayed, and
reviewed with students
Adaption of teaching materials to all levels of
student proficiency
Meaningful activities for language practice
opportunities
11. TEACHING AND LEARNING LANGUAGES
(1).Between the people in the classroom
(2). Performance from three kinds of competence
(3). Learning, acquiring, remembering, and
producing language
13. Step
1. Find out what your students and their
sponsors expect from the course
Step2. Find out what will make your students feel
welcome and secure
Step3. Work out some basic techniques, and
establish a simple, clear routine
Step 4. Ask yourself these questions
Step 5. Look at your students one at a time.
14. PRACTICAL ENGLISH LANGUAGE TEACHING
Chapter 3: Speaking
Principles for teaching speaking
Classroom techniques and tasks
15. PRINCIPLES FOR TEACHING SPEAKING
Give practice with both fluency and accuracy
Provide opportunities for students to talk in groups
or pairs; limit teacher talk
Plan tasks that involve negotiation of meaning
Design activities that involve guidance and practice
in both transactional and interactional speaking
17. Tedick,D. & de Gortari, B. (1998). Research on
error correction and implications for classroom
teaching. ACIE Newsletter, 1(3).
Katayama, A. (2007). Japanese EFL students’
preferences toward correction of classroom oral
errors. Asian EFL Journal, 9, 289-305.
18. RESEARCH ON ERROR CORRECTION AND
IMPLICATIONS FOR CLASSROOM TEACHING
Should learners’ errors be correct?
When should learners’ errors be corrected?
How should errors be corrected?
Who should do the correcting?
19. HOW SHOULD ERRORS BE CORRECTED?
Explicit correction
Recast
Clarification request
Metalinguistic clues
Elicitation
Repetition
20. IMPLICATIONS
Consider the context
Become aware of your current practices
Practice a variety of feedback techniques
Focus on the learner. It’s important to let learner
self-correct
21. JAPANESE EFL STUDENTS’ PREFERENCES
TOWARD CORRECTION
Students’ attitudes toward classroom oral error
correction
Their preferences for correction of different types of
oral errors
Their preferences for particular correction methods.
22. RESULTS
Students had strong positive attitudes toward
teacher correction of errors.
A preference for correction of pragmatic errors over
other kinds of errors.
The most favored correction method was for the
teacher to give the student a hint which might
enable the student to notice the error and self-
correct.
23. IMPLICATIONS FOR ME
The need for accuracy more than fluency.
Student-generated repairs are important in
language learning
Helps me select feedback techniques.
