This document discusses common mistakes that Spanish students make when learning English, the causes of these mistakes, and exercises to help correct them. It identifies mistakes in areas like grammar, pronunciation, and spelling that are influenced by the structures of the Spanish language. The document analyzes mistakes with verbs, word order, question formation, sounds, and spelling. It provides exercises for students to practice and overcome mistakes in areas like verb agreement, adjective placement, auxiliary use, pronunciation of specific sounds, and reading words as written. The overall goal is to help students recognize mistakes as a natural part of learning, and find ways to avoid them in the future.
Reshaping the Value of Grammatical Feedback on Writing Using ColorsToyo University
This presentation introduces a new approach to error correction that features the use of colors as a code. Using colors to highlight patterns in students’ errors allows them to readily notice their strengths and weaknesses in grammar. This enhanced awareness focuses attention and motivates students to develop their grammatical accuracy.
Teachers' and Students' Attitudes Toward Error Correction in L2 WritingASM Mustafizur Rahman
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
Reshaping the Value of Grammatical Feedback on Writing Using ColorsToyo University
This presentation introduces a new approach to error correction that features the use of colors as a code. Using colors to highlight patterns in students’ errors allows them to readily notice their strengths and weaknesses in grammar. This enhanced awareness focuses attention and motivates students to develop their grammatical accuracy.
Teachers' and Students' Attitudes Toward Error Correction in L2 WritingASM Mustafizur Rahman
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
ROLO: Reformulate Output Lightly but Often (full PDF version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a full PDF version of my article. On this site there is also a shorter slideshow.
The '3 Ps' of language input are Presentation, Controlled Practice and Less Controlled Practice. The 3rd P is disappearing. Why? Does it matter? The slideshow ends with some fun 3rd P activities to use in class tomorrow morning.
ROLO: Reformulate Output Lightly but Often (full PDF version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a full PDF version of my article. On this site there is also a shorter slideshow.
The '3 Ps' of language input are Presentation, Controlled Practice and Less Controlled Practice. The 3rd P is disappearing. Why? Does it matter? The slideshow ends with some fun 3rd P activities to use in class tomorrow morning.
Join Netpulse and Bryan O'Rourke, President of FIT-C, as we discuss the 5 major changes that fitness clubs will go through in the next 5 years and what a successful club could look like in the year 2020. During this 45 minute video, you will hear more about: Why it's vital to embrace technology in order to thrive in today's fitness industry; How emerging technologies will impact club business models; Best practices for how to utilize these trends to increase sales and stay competitive. Don't miss out on this great opportunity to get ahead of the game and learn about game-changing technology trends.
Watch: http://offers.netpulse.com/webinar-club-of-2020-the-future-of-the-fitness-industry
Providers who have typically heard, “If you build it they will come,” and have seen this hold true in several instances often find this is not readily the case with African immigrant survivors of domestic violence. There is not much improvement in the response to assessing services by providing “language translation” only. The practices, perception and priorities of the African immigrant survivor are crucial factors in seeking and receiving services. This workshop will provide information on how beyond language translation, cultural and societal issues can manifest as barriers and obstacles to African immigrant survivors assessing services.
Methodology of thesis 'research barriers in the implementation of reverse log...Irfan iftekhar
These are the barriers in the implementation of reverse logistics due to lack of interest and knowledge of top decision makers of the organizations. Besides when an entity's organizational capabilities are strong, it can progress smoothly, but when they are weak it can find it difficult to get the job done, making errors due to underestimating the problems. An organization's capability is its ability which can win over the barriers in the implementation of RL practices. This consists of the strategy of a company, its strategic plans, its commitment, employees' hiring and skills development, a working system of performance appraisal and supporting programs.
Today, innovation in razors and blades is thwarted by a lack of new technology and increasing consumer reluctance to pay for the ‘‘latest and greatest’’ in shaving technology. Gillette relied on extensive research and development to create a single product for global distribution. The product was supported by a marketing premise that it would be equally valuable to customers globally.
Grammar Translation, The Direct Method and Bilingual Skillsnoblex1
The future aims of learners of English vary widely. For some they may be clearly defined. They may want to study in an English-speaking environment, or to keep up to date with what's in the English-speaking press, or to get by on holiday in an English-speaking country, or to conduct business meetings in English. These aims don't necessarily involve a deep-seated interest in English-speaking people and their culture, though that may develop.
Other learners may have a more general motivation and, rather than seeing learning English as a means to an end, see it as a more educational and personal experience. This sort of interest usually is characterized by a wish to gain a deeper understanding about people's ways of life and values. The ultimate goal of this group may even be to become bilingual. Although bilingualism is not a big issue in EFL, many teachers are interested in the extent to which other languages should be used in the classroom. Some teachers see the use of the mother tongue in language learning simply as a helpful transition to L2. Others see it as a way of developing bilingual skills. Yet others see it as a dangerous distraction from the learning of L2. I'll return to the question of L1 use in class in a moment. Meanwhile, let's sort out what we mean by bilingual and bilingual skills.
Now read the information that follows and see if you are still happy with your definition. Change it if you want to. (As you read this, bear in mind the interesting point that worldwide being bilingual to some degree is more common than being monolingual.)
People with the following sorts of skills have all been described as bilingual by different linguists and psychologists. A bilingual person could be someone who is able to:
- get on the right bus in another language
- understand a current affairs program on the radio
- write a letter to their child's school about arrangements for meals
- give a simultaneous interpretation of a speech at an international conference
- use two languages often, but not necessarily very well
- speak two languages, but cannot read or write them both.
Standard definitions range from insisting on native-like competence in two or more languages (which is comparatively rare) to some second-language proficiency in one of the four skills (listening, speaking, reading and writing). I personally go for something between these two extremes, reserving a term like 'totally bilingual' for people equally at ease in all situations in either language.
If your answer to the previous activity was something like: 'Being bilingual means knowing two languages', on the face of it that seems clear enough. But apart from the variety you saw in the list above, there is also a difference between the person who is able to operate equally well in both languages in all contexts and the person who has acquired two languages completely separately.
Source: https://ebookschoice.com/grammar-translation-the-direct-method-and-bilingual-skills/
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Generative AI Deep Dive: Advancing from Proof of Concept to ProductionAggregage
Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
zkStudyClub - Reef: Fast Succinct Non-Interactive Zero-Knowledge Regex ProofsAlex Pruden
This paper presents Reef, a system for generating publicly verifiable succinct non-interactive zero-knowledge proofs that a committed document matches or does not match a regular expression. We describe applications such as proving the strength of passwords, the provenance of email despite redactions, the validity of oblivious DNS queries, and the existence of mutations in DNA. Reef supports the Perl Compatible Regular Expression syntax, including wildcards, alternation, ranges, capture groups, Kleene star, negations, and lookarounds. Reef introduces a new type of automata, Skipping Alternating Finite Automata (SAFA), that skips irrelevant parts of a document when producing proofs without undermining soundness, and instantiates SAFA with a lookup argument. Our experimental evaluation confirms that Reef can generate proofs for documents with 32M characters; the proofs are small and cheap to verify (under a second).
Paper: https://eprint.iacr.org/2023/1886
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Enhancing Performance with Globus and the Science DMZGlobus
ESnet has led the way in helping national facilities—and many other institutions in the research community—configure Science DMZs and troubleshoot network issues to maximize data transfer performance. In this talk we will present a summary of approaches and tips for getting the most out of your network infrastructure using Globus Connect Server.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
FIDO Alliance Osaka Seminar: Passkeys and the Road Ahead.pdf
Errores que-hacemos-aprender-ingles-8687-completo
1. Errores que hacemos al
aprender Inglés
Autor: Begoña Ruiz Cordero
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2. Presentación del curso
Con el presente curso se pretende explicar en lengua inglesa los errores más
frecuentes que cometemos los españoles al aprender inglés y sus causas. Además,
se incluyen una serie de ejercicios prácticos para su corrección.
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3. 1. Introduction
Most of people agree that making mistakes is a part of learning, others think of
mistake as a problem, but ... what is a mistake? Why do we make them? Can we learn
a language without making mistakes? Do we need a teacher to correct all mistakes
we make? Is it useful?
This paper´s aim is to clarify these questions, analyse mistakes students make when
learning a foreign language, and present different techniques how to correct them.
Moreover, it focuses on the common mistakes Spanish students make when
speaking English. It also discusses the causes of these mistakes.
This paper consists of two parts. The first one is theoretical and it is based on
general information about mistakes and the second part focuses on mistakes
Spanish students make as well as on the causes of these mistakes. This part also
includes exercises and recommendations how to avoid or correct these mistakes.
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4. 2. Definition of mistakes
When we talk about mistakes when learning a second language we talk about an
unconscious derivation when a learner sometimes uses one form and sometimes the
other - he "gets it right" - but sometimes he makes a mistake and uses a wrong
form. (GADUSOVÁ, Z. and HAR?ANSKÁ, J: Methodology of teaching English as a
foreign language, Anthology of Methodological Text, 1994)
In other words a mistake is incorrect language which a native speaker would not
usually produce, that is, sometimes that only learners of the language produce.
There are two sorts of mistakes:
- The mistake that occurs when a speaker uses a correct piece of language
(linguistic form) that does not mean what the speaker wanted to mean.
- The mistake that occurs when the speaker uses a correct linguistic form that
is socially unacceptable - the big problem here being one of politeness.
From a teacher´s opinion of how a mistake fits in with an individual student´s stage
of learning in her class, mistakes can be divided up into different categories:
a) Slips: If the teacher thinks that a student could self correct a mistake.
b) Errors: If a student cannot self correct a mistake in his or her own language,
but the teacher thinks that the class is familiar with the correct form.
c) Attempts: When the teacher knows that the students have not yet learned the
language necessary to express what they want to say.
(EDGE, J: Mistakes and correction, Longman, 1989).
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5. 3. Causes
There are six causes of mistakes but we can join them into four:
Mother tongue interference: One cause of mistake in speaking a foreign language is
the influence of the speaker´s first language. Although children appear to be able to
learn a foreign language quite easily and to reproduce new sounds very effectively,
most older learners experience considerable difficulty. The sound system
(phonology) and the grammar of the first language impose themselves on the new
language and this leads to a "foreign" pronunciation, faculty grammatical patterns
and, occasionally, to the wrong choice of vocabulary. As a result, when people do
not know how to say something in a foreign language, one possibility is to use
words and structure for their own language and try to make them fit into the foreign
language. E.g. a German speaker with a cigarette and no lighter might ask: "have you
fire?" instead of "do you have light?"
2. Overgeneralization: A second cause of mistake is when learners think they
know a rule, but in fact they do not know quite enough. The learner can also make
up a rule that is simply wrong itself. E.g. "he growed up in Canada" or "your room is
more tider than mine"
3. Thirdly, people may say things that they know are not correct because this is
still their best chance of getting their message across. This is another intelligent use
of knowledge about things in order to communicate.
4. Fourthly, mistakes can happen because someone is in a hurry or tired or
thinking about something lese. There are differences between mistakes made by
native speakers and mistakes made by learners, but slips of the tongue or of the
pen are found in everyone´s English.
It´s quite easy to think of possible causes of mistakes that learners make when
speaking a foreign language, but it is very difficult indeed to say in anyone´s case
exactly what causes a particular mistake to occur. (EDGE, J. Mistakes and correction,
Longman 1989; GOWER, R., PHILLIPS, D., WALTERS, S., Teaching Practise Handbook,
Heinemann, 1995)
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6. 4. Correction: who, how, when,...
It´s very important to know that it is more important to correct mistakes that affect
the meaning of several sentences than to correct small grammatical points inside
one sentence. We have to emphasize the communication.
The psychology of correction
Correction has a number of possible psychological effects on students, and what
affects one student badly affects another very positively. (Frustration, satisfaction,
fear, confidence, etc.)
Talking about confidence, it´s obvious that it is a keyword; on one hand, some
students gain confidence from being allowed to express themselves without being
picked up for every mistake and, on the other, some gain confidence from knowing
very strictly the limits of what is right or wrong. The one thing that can bring these
two seemingly opposed groups together is technique. (GOWER, R., PHILLIPS, D.,
WALTERS, S., Teaching Practise Handbook, Heinemann, 1995; BARTRAM, M. and
WALTON, R. Correction, Language Teaching Publication 1991)
Who corrects?
There are different types of correction:
Self-correction: when the teacher gives the students the chance to correct
themselves. Sometimes they need some assistance from the teacher in knowing
where the mistake is and what kind of mistake it is before they can self-correct. A
student-student correction: when the student cannot get it right, it is probable s/he
doesn´t know how to; in this case another student can help out. This has some
advantages such as involving all the students in the correction process, making the
learning more cooperative, etc. Teacher correction: when the teacher corrects.
How do you correct?
The ability to correct "sensitively, efficiently and effectively" is a skill that takes time
to perfect. One of the most important things is to maintain a cooperative working
atmosphere. In this process, the main stages are: the student must know when
something is not accurate, where the error is, and what kind if error it is.
When do you correct?
In general, it depends on the aim of the activity. It is a good idea to tell students the
purpose of the activity: whether the emphasis is on the accuracy or fluency, to what
extent the teacher is going to correct them, how the teacher is going to provide
feedback, etc.
Are errors always bad?
Positive aspects to be considered:
- At least the students are trying
- By making errors, learners are testing out their ideas about the language;
making errors is a part of the learning process!
- By noting the errors that the students make, the teacher can see what needs
focusing on in future lessons
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8. 5. Ortographic mistakes
1. "The people is"
In Spanish, the Spaniards make concordance between the noun and the verb. The
noun "people" is used in singular in Spanish so this is why they use the verb in
singular.
In general, this kind of mistakes can be caused by the influence of the first
language´s structure. They also try to apply a rule of English "noun + verb" which is
not correct because the verb is not making English concordance.
To correct this problem, this exercise can be suggested in order to practise "people
+ verb in plural" or "person + verb in singular". After having done this exercise, the
student will be able to acquire the rule.
Exercise: filling the gaps using the correct form of the verb
There is a house in the country where people _____________ (to be) very happy.
One person _________ (to be) sitting on the floor.
Three people _________ (to eat) tomatoes in my house.
I go to a club where people _________ (to play) tennis.
People in Slovakia _________ (to speak) Slovak.
2. "The car red"
The Spaniards always put the adjective after the noun. This is why they make this
mistake in English where this rule doesn´t apply. We can say that this mistake is
caused by the mother tongue interference. But sometimes the student hasn´t
acquired the rule and s/he uses this structure because it´s the best chance of
getting his/her message across. Several exercises can be used in order to correct
this problem. We can also use tapes as a good resource to help the students to place
the adjective in a correct way.
Exercise: Make sentences using these words
- car/father/has/my/a/red
- I/wonderful/live/a/house/in
- wears/blue/my brother/T-shirt/a
- men/black/use/umbrellas
- music/I/modern/listen to
¿You went to England?
The Spaniards always use two question marks when asking (one at the beginning
and the other one at the end) and they don´t use auxiliaries when asking. This is
why they make these mistakes - because of the mother tongue interference. At the
same time the Spaniards don´t use auxiliaries when answering because they don´t
have them in Spanish and they usually answer using the same verb as the one used
in the question. E.g. "do you go to London? Yes, I go."
To correct these problems, the following exercises should be done:
a) Join these sentences with an appropriate answer.
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9. Do you like vegetables? Yes, I do.
Does your father smoke? No, I don´t.
Do you practice sports? Yes, he/ she does.
Do your friends like chocolate? No, he/she doesn´t.
Does your mother work?
b) Complete the sentences with the correct auxiliary according to the answer.
_________you need help? No, I don´t.
_________ your sister go to the cinema? No, she doesn´t.
_________ they need some fruits? Yes, they do.
__________ he like swimming? Yes, he does.
__________ you smoke cigarettes? No, I don´t.
c) Put short answers in the blanks.
Do you like tennis? No, ____________.
Does your mother play the guitar? Yes, ____________.
Do your family sing in Christmas? Yes, ____________.
Do you go shopping on Sunday? No, ______________.
Does your friend eat vegetables? No, ______________.
2. "I am constipated" instead of "I have a cold"
In this case they use "constipated" meaning "having a cold" because the word in
Spanish referring to "have a cold" is similar: constipado.
To solve this problem students just have to memorize the meaning of the word.
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10. 6. Phonetic mistakes
Most of the phonetic mistakes are caused for two reasons ¨C either because some
sounds don¡¯t exist in Spanish or because they pronounce every word in the same
way as it¡¯s written.
The following sounds do not occur or are pronounced differently in Spanish:
a). /b-/v/. The Spaniards don¡¯t make differences between the voiced sound /b/
and voiceless /v/ because in Spanish they pronounce both as voiceless. E.g. very,
button ¨C the same sound in Spanish language.
To correct the problem with /b/ and /v/, students can do the following exercises.
Before that, the teacher has to explain that one of them is ¡°bilabial¡±(b) and the
other one is ¡°labiodental¡± (v).
Listen to the teacher and repeat these words:
Vacation button vomit basket
Very cover problem verb
Listen to the tape and put a tick to the word you hear:
Vine__ Labial___ Job___ Very_____ Blue___ Liberal___
Bad____ Very____ Ball___ Van______ Vocal___ Brother____
Watch and listen to the film and write down same words with the sound /b/ and /v/.
b). /¡Ò /-/s/. The Spaniards don¡¯t have the sound /s / and it is a little bit difficult
for them to pronounce words with this sound. To differentiate /s/ and /¡Ò /
students can do this exercise.
Listen to the teacher and repeat these words:
Shower vacation shock
Graduation shoes question
Listen to the tape and put a tick on the word you hear:
Question___ vacation ___ special___ science ____
Shock__---_ space ____condition____ some____
c). /dz/ - /h/ The Spaniards don¡¯t have these sounds in their mother tongue. For
them it¡¯s very difficult to produce these sounds. E.g. just, luggage /dz/, history,
honey /h/.
To produce the sound /dz/ in a correct way the following exercises can be done.
Listen to the teacher and repeat these words:
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11. Just sandwich job jog
Luggage pigeon percentage cage
Listen to the tape and put a tick on the word you hear:
Just ____ jump ____ garage ____ pyjama _____ cabbage ____ jumper ___
Watch and listen to the film and write down some words with the sound /dz/.
2. The Spanish pronounce every word in the same way as it¡¯s written. E.g.women
¨C they say /women/ instead of /wimin/.Bird ¨C they say /bi:d/ instead of /b3: d/.
Table ¨C they say /table/ instead of /teibl/.
To correct this reading/pronunciation problems, this exercise can be done:
Listen to the tape and choose the appropriate form:
Woman- /wimin/-/w¦Ôman/.
Layer- /leja /-/lajer/.
Philosophy- /filosafi/- /pilosopi/
Bird- /bi:d/-/b3:d/.
Moreover, they also tend to pronounce an e before the s at the beginning of the
words starting with s to make easier their pronunciation. E.g. Spanish-espanish.
Small-esmall. Spell-espell.
To correct this problem these exercise can be done:
Listen and repeat these words:
Spain Slovak Spell Spoon
Ski Sweater Spanish Small
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12. 7. Conclusion
To conclude, everyone can agree with me that making mistakes is a part of learning.
Obviously, both the teacher and the student would rather they didn´t make
mistakes but we can say that it´s nearly impossible to learn a foreign language
without making them.
To sum up, students have to realize that mistakes are necessary, acceptable, and
will be corrected in a non-judgmental, supportive and effective way.
However, students have to accept mistakes as a part of learning process as well as
try to avoid them in future situations.
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13. 8. Bibliography
BARTRAM, M and WALTON, R: Correction (Language Teaching Publications, 1991)
ISBN: 09067 17914.
EDGE, J: Mistakes and Correction (Longman, 1989) ISBN:05827 46264.
GADUSOVÁ, Z and HAR?ANSKÁ, J: Methodology of Teaching English as a Foreign
Language (Anthology of Methodological Text, 1994).
GOWER, R, PHILLIPS, D and WALTERS, S: Teaching Practice Handbook (Heinemann,
1995) ISBN: 04352 40595.
HUBBARD, P, TONES, H, THORNTON, B and WHEELER, R: A Training Course for TEFL
(Oxford University Press, 1983) ISBN: 01943 27108.
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