This action research focuses on improving students' ability to use verb tenses correctly in writing essays. A pre-test of 30 students showed they made many errors with verb tenses. Lessons were conducted to help students understand and distinguish between different tenses. This included drilling exercises and having students analyze their own errors using a three-step approach. A post-test found students made fewer errors, indicating the lessons helped improve their writing skills and mastery of verb tenses.
The document provides information on how to practice grammar and deal with grammar errors. It discusses focusing on accuracy, fluency and restructuring when practicing. It gives examples of sample lessons including oral drills to practice questions and an information gap activity. It also discusses types of errors, attitudes towards correction, and responding to errors. One approach presented is using students' errors in a worksheet to review cohesive devices.
The document provides an outline for a qualitative study on teachers' use of grammatical terminology in second language classrooms. It will involve fieldwork observing lessons and interviewing teachers at English language schools in Malta. The study aims to describe teachers' practices in using terminology and understand their motivations. It discusses arguments for and against terminology use and how learner variables may influence terminology selection. Four sample classroom episodes are presented that illustrate terminology use between teachers and students.
The document provides a week-by-week overview of lesson plans for an English conversation class. It includes learning objectives, class descriptions, homework assignments, and assessments for each day. The lessons cover topics like introductions, numbers/colors, prepositions, families, describing people, sports/leisure activities, weather, months/seasons. Vocabulary, grammar structures, dialogues and exercises are used to teach the content in a communicative way. Assessments include quizzes and tests to evaluate student understanding of the material.
This lesson plan aims to develop students' speaking, listening, and writing skills through activities focused on describing accidents and people's reactions. Students will practice the past simple tense and asking questions. They will role play describing accidents and matching them to reactions. Later, students will ask each other questions to complete answers about what they would do in different accident situations. The teacher will provide feedback on students' pronunciation throughout the lesson.
This document is a 1961 Bulgarian language textbook published by the Foreign Service Institute with support from the U.S. Department of Health, Education and Welfare. It contains 15 basic language units to teach beginner Bulgarian, covering greetings, meeting people, sightseeing, occupations, weather, lodging, transportation, shopping, and other everyday topics. The introduction explains that the course is designed for classroom use with a native Bulgarian speaker and accompanying audio tapes.
This 40-minute English lesson for 8th graders (ages 13-14) focuses on revising the past simple tense and irregular verbs. It includes exercises where students form questions and negatives from declarative sentences, an interactive computer game to practice verbs, introducing new vocabulary about ancient Egyptians' occupations through a picture exercise and reading, and games to reinforce the new vocabulary. The lesson aims to reduce mistakes in using the past tense and help students learn and remember irregular verbs and new vocabulary more easily.
This document discusses the importance of using a student-centered approach to teaching grammar. It summarizes research that compared traditional teacher-centered grammar instruction to student-centered activities involving group work and role playing. Test results showed that the student-centered approach was more effective: 47% of students in the traditional group scored 6 or below on a grammar test, while only 29% scored 8 or below in the student-centered group. The document provides examples of student-centered activities and recommends reworking grammar exercises in textbooks to incorporate more communication, critical thinking, and student expression.
The document provides information on how to practice grammar and deal with grammar errors. It discusses focusing on accuracy, fluency and restructuring when practicing. It gives examples of sample lessons including oral drills to practice questions and an information gap activity. It also discusses types of errors, attitudes towards correction, and responding to errors. One approach presented is using students' errors in a worksheet to review cohesive devices.
The document provides an outline for a qualitative study on teachers' use of grammatical terminology in second language classrooms. It will involve fieldwork observing lessons and interviewing teachers at English language schools in Malta. The study aims to describe teachers' practices in using terminology and understand their motivations. It discusses arguments for and against terminology use and how learner variables may influence terminology selection. Four sample classroom episodes are presented that illustrate terminology use between teachers and students.
The document provides a week-by-week overview of lesson plans for an English conversation class. It includes learning objectives, class descriptions, homework assignments, and assessments for each day. The lessons cover topics like introductions, numbers/colors, prepositions, families, describing people, sports/leisure activities, weather, months/seasons. Vocabulary, grammar structures, dialogues and exercises are used to teach the content in a communicative way. Assessments include quizzes and tests to evaluate student understanding of the material.
This lesson plan aims to develop students' speaking, listening, and writing skills through activities focused on describing accidents and people's reactions. Students will practice the past simple tense and asking questions. They will role play describing accidents and matching them to reactions. Later, students will ask each other questions to complete answers about what they would do in different accident situations. The teacher will provide feedback on students' pronunciation throughout the lesson.
This document is a 1961 Bulgarian language textbook published by the Foreign Service Institute with support from the U.S. Department of Health, Education and Welfare. It contains 15 basic language units to teach beginner Bulgarian, covering greetings, meeting people, sightseeing, occupations, weather, lodging, transportation, shopping, and other everyday topics. The introduction explains that the course is designed for classroom use with a native Bulgarian speaker and accompanying audio tapes.
This 40-minute English lesson for 8th graders (ages 13-14) focuses on revising the past simple tense and irregular verbs. It includes exercises where students form questions and negatives from declarative sentences, an interactive computer game to practice verbs, introducing new vocabulary about ancient Egyptians' occupations through a picture exercise and reading, and games to reinforce the new vocabulary. The lesson aims to reduce mistakes in using the past tense and help students learn and remember irregular verbs and new vocabulary more easily.
This document discusses the importance of using a student-centered approach to teaching grammar. It summarizes research that compared traditional teacher-centered grammar instruction to student-centered activities involving group work and role playing. Test results showed that the student-centered approach was more effective: 47% of students in the traditional group scored 6 or below on a grammar test, while only 29% scored 8 or below in the student-centered group. The document provides examples of student-centered activities and recommends reworking grammar exercises in textbooks to incorporate more communication, critical thinking, and student expression.
Tpd schulze secondary- all plans & all journalsPaula Schulze
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article to understand its uses.
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article and match explanations for its use.
The document outlines the rules and procedures for an English spelling bee competition. It details the roles of the pronouncer, judges, timekeeper, scribe, and teachers. It explains how words will be selected based on difficulty levels appropriate for different competition levels (institutional, circuit, regional, national). Students will be eliminated if they incorrectly spell or do not spell their word within 2 minutes. The competition proceeds alphabetically until a single winner remains.
This new lesson planned in the new slimming of the syllabus September 2013.The aim is how to raise citizens who care about their environment and complain in civilized way
This document outlines a lesson plan for a 7th grade English class on descriptive texts. The plan covers two class meetings, each with pre, whilst, and post activities. In the first meeting, students will read a descriptive text, identify its main idea and language features. They will then play a question game in groups. The second meeting reviews homework on another text and has students play a yes/no question game using flashcards to practice speaking skills. Assessment includes tests on reading comprehension and a rubric for an oral presentation.
Structure I is a 2 credit course taught over two 45 minute sessions each week. It is offered in the third semester to students who have already taken a two semester Intensive English course. At the beginning of each semester, the English Structure teachers provide a course description. They introduce all the tenses, including the future tense concept. When teaching the future tense, teachers start with inviting students to understand it through a short story. Students are then asked to categorize examples of the future into four categories and provide their own examples as short stories or sentences. Their work is checked for correctness and the best or random answers are discussed together to review the proper use of future sentences.
The document outlines the exam structure and content for English proficiency exams at a university. It discusses the proficiency exam which has three parts: part 1 assesses grammar, vocabulary and reading; part 2 assesses listening; and part 3 assesses writing. It also describes monthly exams that are held three times per term and assess various skills, and quizzes that test recently covered lesson topics without advance notice of dates.
Innovative Lesson Plan on Present Continuous Tense stephythomas4
The document summarizes an English lesson plan about the present continuous tense. The teacher engages students with an entry activity involving actions and verbs. Students are then divided into groups to identify verbs in pictures and say sentences in the present continuous tense. The teacher presents the concept of the present continuous tense and has students complete sentence cards to practice. For a follow up activity, students make new sentences using a substitution table.
Classroom research error correction (2)Casseycastiel
The document discusses classroom research and interaction analysis. It defines classroom research as the study of interactions between teachers and learners, or learners and learners, in classroom settings. It provides examples of ways to carry out classroom research, such as observing classes, collecting data, and generating classroom interaction data by taking on teacher and learner roles. It also discusses analyzing classroom interaction data to understand how talk time is divided and teacher self-awareness of language use.
The document contains a lesson plan for a class revising content from the past 12 lessons. It includes 6 activity stations for students to complete in groups: 1) a worksheet on figures of speech; 2) a pictionary game using tense sentences; 3) creating a fictional country; 4) writing an anecdote, poem, or short story; 5) answering anonymous questions about the teacher's instruction; and 6) answering anonymous self-reflection questions. The teacher will explain each station, monitor timing, and have students submit work between activities. The goals are for students to review content and provide feedback on teaching and their own learning.
This 12-minute lesson teaches adults how to change statements into yes/no questions in Chinese. Learners will first review pronouns like "你", "你们", and "我". They will then learn how to answer yes/no questions positively with "是" or negatively with "不". Through contextualized drills like "find Elle", learners will practice asking and answering yes/no questions. By the end of the lesson, learners will be able to change statements into questions and answer them to demonstrate their new grammar skills.
This document outlines a Writing 1 course that is a 2 credit prerequisite subject. The course focuses on developing students' basic academic writing skills over the semester. Key competencies covered include writing paragraphs about people and events, descriptions, sentences structures, and punctuation. Students will be evaluated based on midterm and final exams, assignments, class participation and attendance. The goal is for students to understand fundamental writing concepts and apply them to improve their writing abilities.
This lesson plan is for a 35-minute secondary 1 English class on the present perfect tense. It involves students reviewing their prior knowledge of the tense, distinguishing it from the simple past tense through examples, and practicing forming questions and statements using it. Students will work in groups to analyze news articles for examples of the tenses, participate in whole-class discussion and exercises, and then practice using a table to organize ideas while speaking in pairs. Potential problems addressed are the challenges some students may face with the content and time constraints.
The document provides background information on the teacher, Dan Levy, and the context of the lesson. It will take place at the British Study Centres in Hove, where Dan teaches general English courses. The aims of the lesson are to teach students the present perfect tense using time words like "just, yet, and already." The lesson plan includes a video introduction, presentation, drilling exercises, listening practice, and a role play activity for students to practice the target grammar. The document also outlines contingencies and anticipated challenges, such as the multilingual class and varying student levels.
Salam , MS3 Level : File 3 " Work & Play" The file is planned with PPu & PDP listening & reading frame works and PIASP teaching grammar and pronunciation item I included many worksheets that may help remedy any weaknesses in TD sessions Good Luck By: Mr Samir Bounab ( teacher trainer at MONE) The links:
Ms1 full sequence 3 me & my daily activitiesMr Bounab Samir
Salam
MS1 level - "FULL" Sequence 3: - Me & My Daily Activities
The sequence is planned with a lesson plan that takes into account the CBA principlesand the new curriculum features
The sequence reflcts the PPU , PDP and PIASP frame works and situation of integrations
Good Luck
Mr Samir Bounab ( teacher trainer at MONE)
The links
Salam
MS1 Seq 4 " Me and My School"
Part 1 : My school rights and duties
This part is planned with PPu speaking lesson and PIASP teaching pronunciation sounds /g/ and / dʒ /
by Mr Samir Bounab ( Teacher trainer at MONE)
the links
This action research studied 30 Form 5 students' issues with verb tenses in essay writing. A pre-test showed many tense errors. Lessons taught the differences between tenses through drilling and exercises. A 3-step approach identified, classified, and explained errors. A post-test found students made fewer errors by analyzing their own writing. The study concluded the 3-step approach helped students better understand and correct tense errors in their writing.
This action research studied 30 Form 5 students' issues with verb tenses in essay writing. A pre-test showed many tense errors. Lessons taught the differences between tenses through drilling and exercises. A 3-step approach identified, classified, and explained errors. A post-test found students made fewer errors by analyzing their own writing. The study concluded the 3-step approach helped students better understand and correct tense errors in their writing.
This action research focuses on improving students' ability to use verb tenses correctly when writing essays. A pre-test of 30 students showed they made many errors with verb tenses. Lessons were conducted drilling the usage of different tenses and a 3-step approach was used to help students identify and correct their own errors. A post-test found students made fewer errors, showing improvement in their writing skills and understanding of verb tenses after the lessons and 3-step approach.
El documento resume las teorías de Piaget sobre las etapas del desarrollo cognitivo infantil y cómo el juego contribuye a cada etapa. Según Piaget, los niños pasan por cuatro etapas principales - la inteligencia sensoriomotora desde el nacimiento hasta los 2 años, el pensamiento objetivo simbólico de 2 a 7 años, el pensamiento lógico concreto de 7 a 12 años, y las operaciones formales de los 12 años en adelante. En cada etapa, el juego permite al niño desarrollar habil
Este documento presenta dos menús nutricionales semanales para niños en edad preescolar. El Menú 1 incluye desayuno, media mañana, almuerzo, media tarde y cena para un día. El Menú 2 también presenta desayuno, media mañana, almuerzo, media tarde y cena, pero para una semana completa. Ambos menús buscan proporcionar una alimentación saludable y balanceada para los niños.
Tpd schulze secondary- all plans & all journalsPaula Schulze
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article to understand its uses.
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article and match explanations for its use.
The document outlines the rules and procedures for an English spelling bee competition. It details the roles of the pronouncer, judges, timekeeper, scribe, and teachers. It explains how words will be selected based on difficulty levels appropriate for different competition levels (institutional, circuit, regional, national). Students will be eliminated if they incorrectly spell or do not spell their word within 2 minutes. The competition proceeds alphabetically until a single winner remains.
This new lesson planned in the new slimming of the syllabus September 2013.The aim is how to raise citizens who care about their environment and complain in civilized way
This document outlines a lesson plan for a 7th grade English class on descriptive texts. The plan covers two class meetings, each with pre, whilst, and post activities. In the first meeting, students will read a descriptive text, identify its main idea and language features. They will then play a question game in groups. The second meeting reviews homework on another text and has students play a yes/no question game using flashcards to practice speaking skills. Assessment includes tests on reading comprehension and a rubric for an oral presentation.
Structure I is a 2 credit course taught over two 45 minute sessions each week. It is offered in the third semester to students who have already taken a two semester Intensive English course. At the beginning of each semester, the English Structure teachers provide a course description. They introduce all the tenses, including the future tense concept. When teaching the future tense, teachers start with inviting students to understand it through a short story. Students are then asked to categorize examples of the future into four categories and provide their own examples as short stories or sentences. Their work is checked for correctness and the best or random answers are discussed together to review the proper use of future sentences.
The document outlines the exam structure and content for English proficiency exams at a university. It discusses the proficiency exam which has three parts: part 1 assesses grammar, vocabulary and reading; part 2 assesses listening; and part 3 assesses writing. It also describes monthly exams that are held three times per term and assess various skills, and quizzes that test recently covered lesson topics without advance notice of dates.
Innovative Lesson Plan on Present Continuous Tense stephythomas4
The document summarizes an English lesson plan about the present continuous tense. The teacher engages students with an entry activity involving actions and verbs. Students are then divided into groups to identify verbs in pictures and say sentences in the present continuous tense. The teacher presents the concept of the present continuous tense and has students complete sentence cards to practice. For a follow up activity, students make new sentences using a substitution table.
Classroom research error correction (2)Casseycastiel
The document discusses classroom research and interaction analysis. It defines classroom research as the study of interactions between teachers and learners, or learners and learners, in classroom settings. It provides examples of ways to carry out classroom research, such as observing classes, collecting data, and generating classroom interaction data by taking on teacher and learner roles. It also discusses analyzing classroom interaction data to understand how talk time is divided and teacher self-awareness of language use.
The document contains a lesson plan for a class revising content from the past 12 lessons. It includes 6 activity stations for students to complete in groups: 1) a worksheet on figures of speech; 2) a pictionary game using tense sentences; 3) creating a fictional country; 4) writing an anecdote, poem, or short story; 5) answering anonymous questions about the teacher's instruction; and 6) answering anonymous self-reflection questions. The teacher will explain each station, monitor timing, and have students submit work between activities. The goals are for students to review content and provide feedback on teaching and their own learning.
This 12-minute lesson teaches adults how to change statements into yes/no questions in Chinese. Learners will first review pronouns like "你", "你们", and "我". They will then learn how to answer yes/no questions positively with "是" or negatively with "不". Through contextualized drills like "find Elle", learners will practice asking and answering yes/no questions. By the end of the lesson, learners will be able to change statements into questions and answer them to demonstrate their new grammar skills.
This document outlines a Writing 1 course that is a 2 credit prerequisite subject. The course focuses on developing students' basic academic writing skills over the semester. Key competencies covered include writing paragraphs about people and events, descriptions, sentences structures, and punctuation. Students will be evaluated based on midterm and final exams, assignments, class participation and attendance. The goal is for students to understand fundamental writing concepts and apply them to improve their writing abilities.
This lesson plan is for a 35-minute secondary 1 English class on the present perfect tense. It involves students reviewing their prior knowledge of the tense, distinguishing it from the simple past tense through examples, and practicing forming questions and statements using it. Students will work in groups to analyze news articles for examples of the tenses, participate in whole-class discussion and exercises, and then practice using a table to organize ideas while speaking in pairs. Potential problems addressed are the challenges some students may face with the content and time constraints.
The document provides background information on the teacher, Dan Levy, and the context of the lesson. It will take place at the British Study Centres in Hove, where Dan teaches general English courses. The aims of the lesson are to teach students the present perfect tense using time words like "just, yet, and already." The lesson plan includes a video introduction, presentation, drilling exercises, listening practice, and a role play activity for students to practice the target grammar. The document also outlines contingencies and anticipated challenges, such as the multilingual class and varying student levels.
Salam , MS3 Level : File 3 " Work & Play" The file is planned with PPu & PDP listening & reading frame works and PIASP teaching grammar and pronunciation item I included many worksheets that may help remedy any weaknesses in TD sessions Good Luck By: Mr Samir Bounab ( teacher trainer at MONE) The links:
Ms1 full sequence 3 me & my daily activitiesMr Bounab Samir
Salam
MS1 level - "FULL" Sequence 3: - Me & My Daily Activities
The sequence is planned with a lesson plan that takes into account the CBA principlesand the new curriculum features
The sequence reflcts the PPU , PDP and PIASP frame works and situation of integrations
Good Luck
Mr Samir Bounab ( teacher trainer at MONE)
The links
Salam
MS1 Seq 4 " Me and My School"
Part 1 : My school rights and duties
This part is planned with PPu speaking lesson and PIASP teaching pronunciation sounds /g/ and / dʒ /
by Mr Samir Bounab ( Teacher trainer at MONE)
the links
This action research studied 30 Form 5 students' issues with verb tenses in essay writing. A pre-test showed many tense errors. Lessons taught the differences between tenses through drilling and exercises. A 3-step approach identified, classified, and explained errors. A post-test found students made fewer errors by analyzing their own writing. The study concluded the 3-step approach helped students better understand and correct tense errors in their writing.
This action research studied 30 Form 5 students' issues with verb tenses in essay writing. A pre-test showed many tense errors. Lessons taught the differences between tenses through drilling and exercises. A 3-step approach identified, classified, and explained errors. A post-test found students made fewer errors by analyzing their own writing. The study concluded the 3-step approach helped students better understand and correct tense errors in their writing.
This action research focuses on improving students' ability to use verb tenses correctly when writing essays. A pre-test of 30 students showed they made many errors with verb tenses. Lessons were conducted drilling the usage of different tenses and a 3-step approach was used to help students identify and correct their own errors. A post-test found students made fewer errors, showing improvement in their writing skills and understanding of verb tenses after the lessons and 3-step approach.
El documento resume las teorías de Piaget sobre las etapas del desarrollo cognitivo infantil y cómo el juego contribuye a cada etapa. Según Piaget, los niños pasan por cuatro etapas principales - la inteligencia sensoriomotora desde el nacimiento hasta los 2 años, el pensamiento objetivo simbólico de 2 a 7 años, el pensamiento lógico concreto de 7 a 12 años, y las operaciones formales de los 12 años en adelante. En cada etapa, el juego permite al niño desarrollar habil
Este documento presenta dos menús nutricionales semanales para niños en edad preescolar. El Menú 1 incluye desayuno, media mañana, almuerzo, media tarde y cena para un día. El Menú 2 también presenta desayuno, media mañana, almuerzo, media tarde y cena, pero para una semana completa. Ambos menús buscan proporcionar una alimentación saludable y balanceada para los niños.
El documento resume las teorías de Piaget sobre las etapas del desarrollo cognitivo infantil y cómo el juego contribuye a cada etapa. Según Piaget, los niños pasan por cuatro etapas principales - la inteligencia sensoriomotora desde el nacimiento hasta los 2 años, el pensamiento objetivo simbólico de 2 a 7 años, el pensamiento lógico concreto de 7 a 12 años, y las operaciones formales de los 12 años en adelante. En cada etapa, el juego permite al niño desarrollar habil
This action research aims to improve students' ability to use verb tenses correctly in writing essays. A pre-test showed that students made many errors with verb tenses. Lessons were conducted to drill the correct usage of various tenses. A 3-step approach was used to help students identify, classify, and explain their errors. A post-test found that students made fewer errors and improved in using correct verb tenses in their writing. The study concluded that drilling and the 3-step error analysis approach helped students better understand and apply verb tenses.
The document discusses four sample lessons for teaching grammar using a deductive approach:
1) Using rule explanations to teach question formation
2) Teaching "used to" using translation from Spanish to help learners understand
3) Teaching articles using grammar worksheets and group activities
4) Teaching word order using self-study grammar books as homework followed by peer editing activities
The lessons aim to make grammar instruction more engaging for learners and reduce teacher-centered instruction.
This document contains a daily lesson log for an English teacher at Pahinga Sur Elementary School. It outlines the objectives, learning content, resources, and procedures for lessons taught the week of November 6-23, 2023. The focus of the week's lessons is on composing clear sentences using the different aspects of verbs, including simple, progressive, perfect, and perfect progressive aspects. Learning activities include identifying verbs in sentences, their aspects and forms, composing sentences using correct verb aspects, games to review verb aspects, and a weekly test on Friday.
1. The document discusses aspects of making and testing vocabulary, including considerations for vocabulary tests and different techniques.
2. Key aspects that should be tested include a student's breadth and depth of vocabulary knowledge, as well as their understanding of word meanings, pronunciations, grammatical functions, collocations and contexts for use.
3. Different techniques for testing vocabulary are described, such as multiple choice questions, fill-in-the-blank exercises using target words in context, and Cloze tests where students supply missing words.
This document discusses approaches to correcting errors when learning a foreign language. It describes:
1) Common causes of errors like influence of the native language, unclear rules, and carelessness.
2) Classifying mistakes by type and when a teacher should/should not correct.
3) Techniques for error correction, including peer correction, partial repetition by the teacher, and delayed correction through group activities with example cards. The goal is to help students learn without criticism by focusing on meaning.
This document discusses different approaches to teaching language: deductive, inductive, and examples. The deductive approach provides rules and explanations for students to then practice using. The inductive approach shows students examples to deduce the rules from. It also discusses explaining meaning through gestures, pictures, and descriptions. Explaining language construction can be done through gestures, diagrams, and word cards. Controlled practice involves repetition and drilling new structures, while freer practice allows more personal use. Mistakes are divided into slips, errors, and attempts, and feedback should consider the type of mistake. Correction should not always be intrusive and should allow students to keep practicing.
This document discusses various methods of providing feedback and correcting errors for language learners. It begins by distinguishing between local errors involving grammar/spelling and global errors involving content/organization. Teachers are encouraged to have students identify incorrect sentences rather than correct ones. The "Garden Path" method introduces rules and exceptions. Holistic techniques involve transcribing oral work or reformulating written work. Writing feedback can include underlining errors, noting error types, or using checklists. "Minigrammar lessons" and answering student questions are also discussed.
This document discusses various methods of providing feedback and correcting errors for language learners. It begins by distinguishing between local errors involving grammar/spelling and global errors involving content/organization. Teachers are encouraged to have students identify incorrect sentences rather than correct ones. The "Garden Path" method introduces rules and exceptions. Holistic techniques involve transcribing oral work or reformulating written work. Writing feedback can include underlining errors, noting error types, or using checklists. "Minigrammar lessons" and answering student questions are also discussed.
This document discusses various methods of providing feedback and correcting errors for language learners. It begins by distinguishing between local errors involving grammar/spelling and global errors involving content/organization. Teachers are encouraged to have students identify incorrect sentences rather than correct ones. The "Garden Path" method introduces rules and exceptions. Holistic techniques involve transcribing oral work or reformulating written work. Writing feedback can include underlining errors, noting error types, or using checklists. "Minigrammar lessons" and answering student questions are also recommended for feedback.
This document discusses various methods of providing feedback and correcting errors for language learners. It begins by distinguishing between local errors involving grammar/spelling and global errors involving content/organization. Teachers are encouraged to have students identify incorrect sentences rather than correct ones. The "Garden Path" method introduces rules and exceptions. Holistic techniques involve transcribing oral work or reformulating written work. Writing feedback can include underlining errors, noting error types, or using checklists. "Minigrammar lessons" and answering student questions are also recommended for feedback.
This weekly learning plan outlines English lessons for 4th grade students focusing on adjectives. Each day covers a different competency and objective related to adjectives. Monday introduces adjectives and their parts of speech. Tuesday covers the three degrees of adjectives. Wednesday discusses forming the comparative and superlative degrees. Thursday and Friday provide activities for students to practice forming different degrees of adjectives. Remedial lessons are also provided for students needing extra help. Homework involves answering questions about the lessons.
This document provides an overview of English verb tenses, including their structures and common uses. It discusses the simple, progressive, perfect, and perfect progressive tenses within the past, present, and future time frames. Charts are included that illustrate the tense structures and give examples of their typical uses. General guidelines are also provided, such as using time expressions for clarity and maintaining consistency of tense within a passage.
This document outlines Madeline Hunter's lesson design model, which consists of 9 steps: 1) Anticipatory Set, 2) Purpose, 3) Input, 4) Modeling, 5) Guided Practice, 6) Checking for Understanding, 7) Independent Practice, 8) Teach Your Partner, and 9) Closure. It provides an example of a 7th grade language arts lesson on using a thesaurus that incorporates each of these steps, from catching students' attention with a story read while wearing a boa and tiara, to having students find their own synonyms and teach a partner. The document stresses the importance of setting clear objectives, modeling skills, checking for understanding, and varying teaching methods.
1. A Student-Centered Contextualized Approach to Teaching GrammarStella Grama
This document outlines a student-centered, contextualized approach to teaching grammar. It discusses using inductive and deductive methods, with a focus on the inductive approach of having students discover grammar rules themselves. Key principles for grammar teaching include efficiency, appropriacy, and presenting grammar in the context of form, meaning and use. Lesson stages of presentation, practice and production are described. Techniques for presenting grammar include pictures, realia, charts and short texts. Controlled practice and grammar games are suggested for engaging students in practicing new structures. The conclusion emphasizes providing opportunities for practice over lengthy explanations.
Corrective feedback in teaching pronunciationdileen3
This document discusses techniques for providing corrective feedback and correction in language teaching. It defines corrective feedback as focusing on correcting learners' errors, either orally or in writing. There are different types of corrective feedback strategies, including explicit correction, recasts, clarification requests, metalinguistic feedback, elicitation, and repetition. The document outlines steps teachers should take in providing corrective feedback, such as identifying the error, rephrasing or recasting the sentence with the correct form, prompting self-correction, providing explicit feedback if needed, and using concept-checking questions to ensure understanding. Specific techniques are also discussed for correcting pronunciation errors, like modeling sounds, immediate feedback, and using minimal pairs.
The document discusses different approaches to teaching grammar, including the deductive and inductive approaches. It emphasizes striking a balance between accuracy and fluency when teaching grammar. Key recommendations include:
- Starting with explicit instruction on grammar rules and providing examples, followed by structured communicative practice and feedback.
- Sequencing grammar points and recycling topics over time rather than following a rigid sequence.
- Involving learners in meaningful practice of forms through tasks and focusing on accuracy through feedback.
- Presenting grammar in the context of communicative interaction to facilitate transfer of learning.
This document provides examples of different types of grammar assessment questions that can be used to test students' knowledge of grammar, including multiple choice, error identification, sentence ordering, completion items, transformations, word changes, and sentence combining. Multiple choice is the most common for quickly testing many grammar points. Error identification requires students to find mistakes. Completion, transformations, and word changes assess production abilities. The goal is to test understanding of grammar in a balanced way while considering ease of grading and realism.
The document discusses ways that EAL and mainstream teachers can work together to support EAL students in mainstream classes. It provides examples of how EAL teachers can help scaffold lessons, tasks, and assessments to make the content more accessible for EAL students. Mainstream teachers are advised to provide materials and guidance to the EAL teacher. Both teachers working together can help EAL students to fully understand lessons while developing their English language skills.
Mdd 5 decisions and results analysis gerardo valdivia zavallaGerardo Zavalla
- The majority of students understood and demonstrated understanding of present perfect structures, applying "for/since" correctly. However, some struggled differentiating present perfect from past simple.
- Most students remembered irregular verb forms based on a quiz, but differentiating tense forms remained a weakness.
- A listening activity using a familiar song helped most students identify present perfect.
- The teaching was generally effective, but providing more feedback and opportunities for student production could improve learning. Differentiating tense forms requires more practice.
CHAPTER 12 - Focusing on language 2021.pdfThnhNguynVn78
This document discusses methods for focusing on language in foreign language teaching. It covers errors and correction, including different types of errors students make and techniques for indicating errors and enabling correction. It discusses when and how to correct errors depending on whether the goal is accuracy or fluency. Some techniques for indicating errors include using facial expressions, gestures, or finger correction to point out the error. Students can be invited to self-correct or correct each other. The document also addresses testing considerations, noting a good test should be fair, not too difficult to mark, and provide clear results. Traditional tests include discrete item and integrative tasks.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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ENGLISH IS FUN
1. PROGRAM SATU SEKOLAH
SATU KAJIAN TINDAKAN
THE 3 – STEP APPROACH
To Better Writing
prepared by
Mercy Ratna Bye A/P P.T. Moorthy
SMK SULTAN YUSSUF
JALAN ILMU, 31000 BATU GAJAH
2. ACTION RESEARCH PROPOSAL
This action research focus on improving students’ skills in using
the verb forms correctly (unnecessary shifting of tenses) when
writing essays.
A total of 30 students of average proficiency in Form 5 Sains 2
were involved in this study. A pre test conducted on the students
showed that the students made a lot of grammatical errors (verb
form – tenses). They used verbs that did not indicate clearly when
an action or condition is, was or will be completed. Therefore, it
unintentionally changes the meaning of what they intend to convey
and disrupts the flow of their writing.
In order to solve the problem, several activities were planned
and carried out. As a result, the students showed improvement as
they made less grammatical errors (tenses) in their written work.
3. 1. Statements of the Problem.
Errors are an integral part of any learning
process. Form 5 Sains 2 students in SMK Sultan
Yussuf make many errors especially in using the
verb form (tenses) when writing essays. Actually
by now, they should have mastered the tenses.
They use verbs that does not indicate clearly
when an action or condition is, was or will be
completed.
Therefore, it unintentionally changes the
meaning of what they intend to convey and
disrupts the flow of their writing.
4. Aims of the study
This study aims to:
-master the usage of the correct verb
form (tense)
-write correct, meaningful, logical
and grammatical
sentences in essays
-improve the writing skills of the
students.
5. 1. a. General Objective:
- To improve students' ability to write essays
using the correct verb form (tenses).
b. Specific Objective:
Students will be able to:
- master the usage of the correct verb
form.
- write correct, meaningful, logical and
grammatical sentences in essays.
- improve the writing skills of the students.
6. 2.0 METHODOLOGY
2.1 Pre test
2.1.i A first pre test was conducted for the students in Form 5 Sains 2
They were asked to write an essay on ‘How I spent my holidays’.
2.1.ii. A second pre test was conducted. The students were given a
worksheet containing 30 questions to discover students problems
with tenses.
2.1.iii. The students showed that they had problems with tenses
(refer PT1 and PT2).
They were confused on the usage of the Verb Form.
When using the English Language, we indicate the time of the action
through the verbs. The time shown in the verb is what we call the
tense. Many students fail to realize the importance of tense in the
English Language.
7. 2.2 Lesson 1
(Confusion between Simple Present Tense and the
Present Continuous tense)
2.2..i. The students were drilled on the usage of Simple Present
Tense and Present Continuous Tense. In spite of the popular
belief that drilling is an obsolete method; I insist that it is an
highly effective method with my target group.
Example: They go to aerobics class twice a week. (S. Present Tense)
They cannot wait for you now. They are going to school.
(Present Continuous Tense).
2.2.ii. The students were given 30 questions to answer.
2..2.iii. The students could answer although they had some problems
in seeing the differences between the two tenses.
8. 2.3 Lesson 2
(Confusion between Present Perfect Tense and Past Perfect Tense)
2.3.i. The students were drilled on the usage of the tenses.
2.3.ii. They were given 30 questions to answer.
2.3.iii. The students found this area particularly problematic.
The simple Past Perfect (I had bought) and the
Present Perfect Tense (I have bought) were often
confused with one another.
2.4 Lesson 3
(Confusion between Present Tense and Past Tense)
2.4.i. Students were drilled on the usage of the Present Tense and
the Past Tense.
2.4.ii. Students were given questions to answer.
2.4.iii. Students tend to forget whether the question is about present
or past time when they are writing.
9. Unless there is a conscious shift of time
from past to present or vice versa on the part of the
writer, we would normally expect only the four
present tenses to be used when referring to present
time (simple present, present continuous, present
perfect and present perfect continuous). We would
use only the four past tenses when referring to past
tense (simple past, past continuous, past perfect and
past perfect continuous).
10. Tense in
Independent
Clause
Purpose of Dependent Clause/
Tense in Dependent Clause
Example (s)
Simple
Present
To show same-time action, use the
present tense
I am eager to go to the concert because I love
the Wallflowers.
To show earlier action, use past tense I know that I made the right choice.
To show a period of time extending
from some point in the past to the
present, use the present perfect tense.
They believe that they have elected the right
candidate.
To show action to come, use the future
tense.
The President says that he will veto the bill.
11. Simple
Past
To show another
completed past action, use
the past tense.
I wanted to go home because I missed
my parents.
To show an earlier action,
use the past perfect tense.
She knew she had made the right
choice.
To state a general truth,
use the present tense.
The Deists believed that the universe
is like a giant clock.
Present
Perfect
or
Past
Perfect
For any purpose, use the
past tense.
She has grown a foot since she
turned nine.
The crowd had turned nasty
before the sheriff returned.
12. Future
To show action happening at the
same time, use the present tense.
I will be so happy if
they fix my car today.
To show an earlier action, use the
past tense.
You will surely pass
this exam if you studied
hard.
To show future action earlier than
the action of the independent clause,
use the present perfect tense.
The college will
probably close its
doors next summer if
enrollments have not
increased.
Future
Perfect
For any purpose, use the
present tense or present
perfect tense.
Most students will have taken
sixty credits by the time they
graduate.
Most students will have taken
sixty credits by the time they have
graduated.
13. The 3 – Step Approach
The students needed constant coaching in order to
make them understand better. To arouse students’
interests and to help them master the correct usage of
the Verb Form (tense), The 3 – Step Approach to
Error Definition, Classification and explanation was
introduced.
Correcting all of the students’ errors is not
recommended as it does not help them to learn from
the errors made.
A better alternative is to indicate to students the
type of errors made, using a code of symbols and
then allow them to correct the errors themselves.
For example:
14. Table 1 (code can very)
TENSE CODE
Present Tense Pr. T
Past Tense PT
Present Continuous
Tense
Pr. CT
Present Perfect Tense Pr. PT
Past Continuous Tense PCT
Past Perfect Tense PPT
15. A 3 – Step Approach is adopted for the analysis of students’
errors. This approach can be used in any grammar parts.
The following outlines the steps involved with the use of a
table. (Table 2)
(Table 2) Error Definition, Classification and Explanation
Identification of
errors
Errors
Definition and
Classification
Explanation of rule
e.g: It is raining very
heavily in November
and December.
Tenses – Present
Continuous Tense
Wrong usage of the tense.
It should be in Present
Tense:
It rains very heavily in
November and December.
- habitual / repeated action.
16. Each of the three steps will be explained:
1.Identification of error:
- write out the sentence containing the error.
- underline/highlight word / phrase / clause which shows the
error.
2. What is the type of problem? (Definition and
classification of error)
- state type of error – verb form (tense)
- classify error type – wrong usage of tense
3. How can you explain the problem? (Explanation of
rule and exemplification)
- state the grammar rule which has been violated.
e.g.: It is raining very heavily in November and December
is wrong. It should be:
It rains very heavily in November and December
because it shows habitual or repeated actions and
eternal truths. Therefore, it should be in Present tense
and not Present Continuous Tense.
17. 2.5 Post test
After much drilling on tenses and coaching
on how to detect and rectify students’ own
errors, they are then asked to write the same as
essay as in the pre test. They went through their
essays themselves using The 3 – Step Approach
method.
The test was conducted to analyze whether the
students had any progress in writing. The
students were also given grammar questions to
answer.
18. 3. ASSESSMENT AND REFLECTION
Based on my observation, I found that:
From the Post test it was found that students were able to
use the correct verb form and made less grammatical
errors in using the tenses in their essays. They also
showed improvement in the grammar test, based on
the Post test.
The drilling method helped students to comprehend
better the differences of the verb forms (tenses).
The 3 – Step Approach method really appeared to be
very useful especially after the drilling where the
students could analyze the errors made by themselves.
19. 4. CONCLUSION
There is a need for students to recognize the
significance of errors which occur in their writing
and to fully grasp and understand the nature of the
errors made. This requires English Language
Teachers to be better equipped, more sensitive and
aware of the difficulties students face with regard to
grammar. This can be done with the help of The 3 –
Step Approach to deal with various errors in
grammar.
Attention to error type and an understanding of
the violation or misuse of specific grammar rules
offer teachers a means of helping students deal with
language and usage problems.
20. Attention to students’ errors in the language will
empower teachers in the following ways:
Teacher knows the progress of the learner.
Teacher knows how language is learnt or acquired.
Teacher knows the strategies used as assumptions.
And / or hypotheses about how students learn are
tested and revised accordingly.
Editor's Notes
GENERAL OBJECTIVES:
- To get the pupils’ attention and interest in the English Language
- To involve pupils in listening, speaking, reading and writing skills
SPECIFIC OBJECTIVES:
Pupils will be able to:
- build their vocabulary power through exposure to new words in the lyrics and
repetitive drills.
- use the tenses correctly through gap-filling activity and spot the mistakes.
- write creatively by producing their own lyrics.