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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.
MAKING CONTENT COMPREHENSIBLE FOR ENGLISHLEARNERS: 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
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
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
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.
PRACTICAL ENGLISH LANGUAGE TEACHINGChapter 3: Speaking Principles for teaching speaking Classroom techniques and tasks
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
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.
RESEARCH ON ERROR CORRECTION ANDIMPLICATIONS FOR CLASSROOM TEACHING Should learners’ errors be correct? When should learners’ errors be corrected? How should errors be corrected? Who should do the correcting?
HOW SHOULD ERRORS BE CORRECTED? Explicit correction Recast Clarification request Metalinguistic clues Elicitation Repetition
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
JAPANESE EFL STUDENTS’ PREFERENCESTOWARD CORRECTION Students’ attitudes toward classroom oral error correction Their preferences for correction of different types of oral errors Their preferences for particular correction methods.
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.
IMPLICATIONS FOR ME The need for accuracy more than fluency. Student-generated repairs are important in language learning Helps me select feedback techniques.