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Classroom language error correction
The document provides phrases that can be used to give feedback to students when correcting their work. It divides the phrases into positive feedback, confirming correct answers, partial or dependent feedback, incorrect answers, encouragement, and comments on pronunciation. Example phrases include "That's very good", "Not exactly right", "You're halfway there", "Don't worry, it will improve", and "You still need practice with pronunciation".
Quad ii phase i picture of work
This document outlines the first phase of renovations to Quad II at a university. It shows the existing building before work begins and plans for painting the outer stair assembly before installing glass and demolishing an existing building once phase 1 is complete and occupied.
Body language for teachers
The document describes a young boy named Juan in a Peruvian tribe who wants to join his brothers in an upcoming battle but lacks the strength and fighting skills. His older brother Bruno tries to teach him sword fighting but Juan struggles due to his weak body. The tribe's chief advises Juan that to fight well he needs to stand firmly, use his hands strongly, keep his back straight, and watch his opponent's eyes to understand their intentions.
Error correction in a communicative class
This document discusses error correction in language classrooms. It argues that mistakes are a natural part of learning and the classroom environment should allow for mistakes. It provides examples of different techniques for correcting errors, such as immediate or delayed correction. The document also discusses when, where, and by whom errors should be corrected, including self-correction, peer correction, and teacher correction. Indirect feedback is recommended to avoid embarrassment and encourage learning over time.
Module seven error correction
The document discusses error analysis in second language acquisition, noting that mistakes are a natural part of the learning process and can provide useful information about a learner's development, while errors reflect gaps in their underlying language system. It also examines different types of errors, sources of errors, approaches to identifying and categorizing errors, and considerations around providing feedback to and correcting errors of learners.
Classroom Interaction
This document discusses classroom interaction in an English methodology course. It defines classroom interaction as the form and content of behavior between teachers and students. It identifies the key participants in classroom interactions as the teacher and learners. There are different types of classroom interactions depending on who communicates with whom, such as teacher-student, student-student, and group interactions. The objectives of classroom interaction include guiding meaningful communication and identifying individual learning styles. Some techniques to improve interaction include showing personal interest in students, establishing clear expectations, providing feedback, and incorporating various activities like discussions, role plays and group work.
Error correction
Error correction is used to highlight areas for students to improve their writing and speaking skills by correcting mistakes. There are several approaches to error correction, including emphasizing students' psychological development and interlanguage. Errors can be categorized based on their cause, such as random guesses, hypothesis testing, or slips. A model for written error correction evaluates comprehensibility, task requirements, and accurate syntax and lexis. Teachers can plan error correction by giving guidelines and having students self-edit or peer-edit using techniques like color-coding, writing corrections, or identifying error codes. The goal is to train students to independently improve their English skills over time.
Questioning Strategy
This document discusses strategies for developing questioning skills in proficient readers. It explains that questioning leads readers to engage more deeply with a text by sparking dialogue with the author. Proficient readers spontaneously ask questions before, during, and after reading to clarify meaning, speculate about unread portions of text, determine an author's intent, and consider questions left for the reader's interpretation. The document provides examples of modeling questioning during read-alouds and using tools like QAR (Question-Answer Relationships) and thick/thin questions to teach students how generating their own questions can improve comprehension.
Recommended
Classroom language error correction
The document provides phrases that can be used to give feedback to students when correcting their work. It divides the phrases into positive feedback, confirming correct answers, partial or dependent feedback, incorrect answers, encouragement, and comments on pronunciation. Example phrases include "That's very good", "Not exactly right", "You're halfway there", "Don't worry, it will improve", and "You still need practice with pronunciation".
Quad ii phase i picture of work
This document outlines the first phase of renovations to Quad II at a university. It shows the existing building before work begins and plans for painting the outer stair assembly before installing glass and demolishing an existing building once phase 1 is complete and occupied.
Body language for teachers
The document describes a young boy named Juan in a Peruvian tribe who wants to join his brothers in an upcoming battle but lacks the strength and fighting skills. His older brother Bruno tries to teach him sword fighting but Juan struggles due to his weak body. The tribe's chief advises Juan that to fight well he needs to stand firmly, use his hands strongly, keep his back straight, and watch his opponent's eyes to understand their intentions.
Error correction in a communicative class
This document discusses error correction in language classrooms. It argues that mistakes are a natural part of learning and the classroom environment should allow for mistakes. It provides examples of different techniques for correcting errors, such as immediate or delayed correction. The document also discusses when, where, and by whom errors should be corrected, including self-correction, peer correction, and teacher correction. Indirect feedback is recommended to avoid embarrassment and encourage learning over time.
Module seven error correction
The document discusses error analysis in second language acquisition, noting that mistakes are a natural part of the learning process and can provide useful information about a learner's development, while errors reflect gaps in their underlying language system. It also examines different types of errors, sources of errors, approaches to identifying and categorizing errors, and considerations around providing feedback to and correcting errors of learners.
Classroom Interaction
This document discusses classroom interaction in an English methodology course. It defines classroom interaction as the form and content of behavior between teachers and students. It identifies the key participants in classroom interactions as the teacher and learners. There are different types of classroom interactions depending on who communicates with whom, such as teacher-student, student-student, and group interactions. The objectives of classroom interaction include guiding meaningful communication and identifying individual learning styles. Some techniques to improve interaction include showing personal interest in students, establishing clear expectations, providing feedback, and incorporating various activities like discussions, role plays and group work.
Error correction
Error correction is used to highlight areas for students to improve their writing and speaking skills by correcting mistakes. There are several approaches to error correction, including emphasizing students' psychological development and interlanguage. Errors can be categorized based on their cause, such as random guesses, hypothesis testing, or slips. A model for written error correction evaluates comprehensibility, task requirements, and accurate syntax and lexis. Teachers can plan error correction by giving guidelines and having students self-edit or peer-edit using techniques like color-coding, writing corrections, or identifying error codes. The goal is to train students to independently improve their English skills over time.
Questioning Strategy
This document discusses strategies for developing questioning skills in proficient readers. It explains that questioning leads readers to engage more deeply with a text by sparking dialogue with the author. Proficient readers spontaneously ask questions before, during, and after reading to clarify meaning, speculate about unread portions of text, determine an author's intent, and consider questions left for the reader's interpretation. The document provides examples of modeling questioning during read-alouds and using tools like QAR (Question-Answer Relationships) and thick/thin questions to teach students how generating their own questions can improve comprehension.
Learning styles
This document discusses the three main learning styles: auditory, visual, and bodily-kinesthetic. Auditory learners benefit from discussions, debates, and listening activities. Visual learners learn best through seeing and using visuals like pictures, diagrams, and videos. Bodily-kinesthetic learners understand through physical movement and hands-on activities. Literacy coaches can help teachers incorporate strategies to engage students from all three learning styles, such as modeling visual instructional techniques or co-teaching kinesthetic lessons. Addressing different learning styles enhances student learning.
Classroom Interaction
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
Error correction
The document discusses different types of error correction for language learners. It defines the differences between mistakes and errors, and describes various methods of correction for speaking, reading, and writing. These include explicit correction, recasts, clarification requests, metalinguistic clues, elicitation, and repetition for speaking. For writing, the document suggests having students self-correct using a correction key. It concludes that errors should not be corrected during communication activities, but structures being practiced should be corrected to help develop grammatical skills.
Classroom interaction
The document discusses classroom interaction and its importance for developing speaking and listening skills. It defines classroom interaction as a practice that enhances these skills by allowing learners to think critically and share views with peers. It lists objectives of classroom interaction like helping learners identify learning methods and communicate easily. It also describes different types of classroom interactions like collaborative learning, discussions, debates and role plays. It discusses two major types of talk in English as a foreign language classrooms and characteristics of real classroom interaction. It concludes by emphasizing the importance of reinforcing interaction techniques in classes and making students accustomed to interacting in the target language.
Roles of A TEACHER
Teachers play several key roles in the classroom including teaching knowledge to students, shaping the learning environment, and serving as unintentional role models. While mentoring and protecting students are not always intentional, teachers naturally take on these roles through their interactions with children.
Error Correction Teacher Training
This document discusses error correction in language learning. It describes two types of errors: errors from incorrect memory retrieval and errors from incorrect learning. It then lists common ways to correct errors, including self-correction, peer correction, and teacher correction. Finally, it provides several strategies for delayed error correction, such as rephrasing sentences with errors, using recordings to find mistakes, and games to correct errors.
Feedback & error correction with web 2.0 tools
The document discusses different methods that a teacher named David Dodgson uses to provide feedback on students' written work, including focusing on content, highlighting errors, and encouraging revision, as well as how web tools like Google Drive, screencasting, and collaborative documents can help streamline the feedback and revision process. It also provides examples of using these digital tools and strategies to incorporate peer review and targeted practice identifying common errors.
Classroom interaction
The document discusses classroom interaction and its importance in modern education systems. It defines classroom interaction as a practice that enhances speaking and listening skills among learners. Traditional teaching methods focused only on lectures, but current education demands more student interaction. The document outlines different types of classroom interaction activities and the teacher's role in facilitating them. It also discusses the benefits of classroom interaction for language learning and the importance of feedback.
Error correction and feedback
The document discusses techniques for providing feedback and correcting errors in language learning. It identifies three types of corrections: self-correction where students correct themselves; student-to-student correction where students correct each other; and teacher correction. For self-correction, teachers can use techniques like repetition, echoing, questions or hints to subtly point out mistakes without telling students they are wrong. Student-to-student correction works well in cooperative classrooms but the original student must still be involved. Teacher correction is a last resort if students can't self-correct or correct each other. The document also addresses the difference between accuracy and fluency activities when deciding whether and how to correct errors.
The role of interaction in classroom management
The role of interaction in classroom management, slide prepared for PhD course "classroom interaction in foreign language classes"
Teaching Questioning
This presentation is designed to turn our students into better question askers rather than just preparing them to answer ours.
Classroom Interaction
This module discusses the importance of interaction in language classrooms. It notes that student talk typically accounts for less than 30% of classroom talk. Studies show that students learn language through asking questions. However, student questioning drops off when formal schooling begins. The module considers different types of interactions in the classroom, including between teacher-student and student-student. It also addresses the goals of classroom interaction and using both the target language and students' first language to support learning. Teachers are encouraged to reflect on interaction in their own classrooms.
Linguistic factors presentation
John can't sing. The correct form is "Can John sing?" or "Is John able to sing?". Let's keep practicing!
Error correction slideshare
This document discusses error correction in language learning. It defines slips, errors, and attempts and discusses sources of errors like L1 interference and developmental errors. It provides questions for teachers to consider when deciding whether and how to correct errors, such as whether the correction will help learning. The document also discusses techniques for correcting errors gently without hindering fluency and gives examples of written feedback methods for different writing tasks. Throughout, it emphasizes the importance of gentle correction and avoiding overcorrection.
Art of Questioning
Skillful questioning is one of the best teaching tools for promoting effective learning, as questioning remains an essential component of good teaching. While questioning takes many years of experience to master, teachers typically ask between 300-400 questions per day. Effective questioning involves understanding different question types and techniques, as well as properly handling student responses, with the goal of managing behavior, assessing knowledge, stimulating interest, structuring learning activities, and identifying learning difficulties.
Error Correction Ppt
This document discusses issues around error correction when teaching English as a second language. It raises questions about what should be corrected (grammar, pronunciation, etc.), how corrections should be done (explicitly, implicitly, etc.), and when during a lesson corrections should occur. The document also notes a discrepancy between what teachers and students prefer - teachers generally favor selective corrections while students would like all mistakes addressed. It argues the goal should be effective communication and corrections should target errors that cause breakdowns in understanding.
Best Practices for Teaching English to Young Learners by Joan Shin
Workshop offered to English Language teachers in Venezuela as part of the Methodology of the ELT Tour 2011-2 organized by VenTESOL and sponsored by the US Embassy
Reciprocal Teaching: A Comprehension Strategy
The document summarizes the key techniques of reciprocal teaching, which is an instructional method for improving reading comprehension. It discusses setting up students with a complex text, diving into the text to question and think critically about it, clarifying understanding by discussing questions, and summarizing the key points. Visual aids are provided alongside each section to illustrate the techniques. The overall purpose is to teach students strategies for independently comprehending what they read.
Communication body language
The document discusses body language and nonverbal communication. It describes how body language conveys meaning through gestures, facial expressions, eye contact, smiling, hand gestures, arm and leg positions, and posture. Specific gestures and their potential meanings are examined, such as crossed arms indicating defensiveness while open arms suggest openness. Body language provides important cues about people's emotions and attitudes beyond what is said verbally.
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Learning styles
This document discusses the three main learning styles: auditory, visual, and bodily-kinesthetic. Auditory learners benefit from discussions, debates, and listening activities. Visual learners learn best through seeing and using visuals like pictures, diagrams, and videos. Bodily-kinesthetic learners understand through physical movement and hands-on activities. Literacy coaches can help teachers incorporate strategies to engage students from all three learning styles, such as modeling visual instructional techniques or co-teaching kinesthetic lessons. Addressing different learning styles enhances student learning.
Classroom Interaction
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
Error correction
The document discusses different types of error correction for language learners. It defines the differences between mistakes and errors, and describes various methods of correction for speaking, reading, and writing. These include explicit correction, recasts, clarification requests, metalinguistic clues, elicitation, and repetition for speaking. For writing, the document suggests having students self-correct using a correction key. It concludes that errors should not be corrected during communication activities, but structures being practiced should be corrected to help develop grammatical skills.
Classroom interaction
The document discusses classroom interaction and its importance for developing speaking and listening skills. It defines classroom interaction as a practice that enhances these skills by allowing learners to think critically and share views with peers. It lists objectives of classroom interaction like helping learners identify learning methods and communicate easily. It also describes different types of classroom interactions like collaborative learning, discussions, debates and role plays. It discusses two major types of talk in English as a foreign language classrooms and characteristics of real classroom interaction. It concludes by emphasizing the importance of reinforcing interaction techniques in classes and making students accustomed to interacting in the target language.
Roles of A TEACHER
Teachers play several key roles in the classroom including teaching knowledge to students, shaping the learning environment, and serving as unintentional role models. While mentoring and protecting students are not always intentional, teachers naturally take on these roles through their interactions with children.
Error Correction Teacher Training
This document discusses error correction in language learning. It describes two types of errors: errors from incorrect memory retrieval and errors from incorrect learning. It then lists common ways to correct errors, including self-correction, peer correction, and teacher correction. Finally, it provides several strategies for delayed error correction, such as rephrasing sentences with errors, using recordings to find mistakes, and games to correct errors.
Feedback & error correction with web 2.0 tools
The document discusses different methods that a teacher named David Dodgson uses to provide feedback on students' written work, including focusing on content, highlighting errors, and encouraging revision, as well as how web tools like Google Drive, screencasting, and collaborative documents can help streamline the feedback and revision process. It also provides examples of using these digital tools and strategies to incorporate peer review and targeted practice identifying common errors.
Classroom interaction
The document discusses classroom interaction and its importance in modern education systems. It defines classroom interaction as a practice that enhances speaking and listening skills among learners. Traditional teaching methods focused only on lectures, but current education demands more student interaction. The document outlines different types of classroom interaction activities and the teacher's role in facilitating them. It also discusses the benefits of classroom interaction for language learning and the importance of feedback.
Error correction and feedback
The document discusses techniques for providing feedback and correcting errors in language learning. It identifies three types of corrections: self-correction where students correct themselves; student-to-student correction where students correct each other; and teacher correction. For self-correction, teachers can use techniques like repetition, echoing, questions or hints to subtly point out mistakes without telling students they are wrong. Student-to-student correction works well in cooperative classrooms but the original student must still be involved. Teacher correction is a last resort if students can't self-correct or correct each other. The document also addresses the difference between accuracy and fluency activities when deciding whether and how to correct errors.
The role of interaction in classroom management
The role of interaction in classroom management, slide prepared for PhD course "classroom interaction in foreign language classes"
Teaching Questioning
This presentation is designed to turn our students into better question askers rather than just preparing them to answer ours.
Classroom Interaction
This module discusses the importance of interaction in language classrooms. It notes that student talk typically accounts for less than 30% of classroom talk. Studies show that students learn language through asking questions. However, student questioning drops off when formal schooling begins. The module considers different types of interactions in the classroom, including between teacher-student and student-student. It also addresses the goals of classroom interaction and using both the target language and students' first language to support learning. Teachers are encouraged to reflect on interaction in their own classrooms.
Linguistic factors presentation
John can't sing. The correct form is "Can John sing?" or "Is John able to sing?". Let's keep practicing!
Error correction slideshare
This document discusses error correction in language learning. It defines slips, errors, and attempts and discusses sources of errors like L1 interference and developmental errors. It provides questions for teachers to consider when deciding whether and how to correct errors, such as whether the correction will help learning. The document also discusses techniques for correcting errors gently without hindering fluency and gives examples of written feedback methods for different writing tasks. Throughout, it emphasizes the importance of gentle correction and avoiding overcorrection.
Art of Questioning
Skillful questioning is one of the best teaching tools for promoting effective learning, as questioning remains an essential component of good teaching. While questioning takes many years of experience to master, teachers typically ask between 300-400 questions per day. Effective questioning involves understanding different question types and techniques, as well as properly handling student responses, with the goal of managing behavior, assessing knowledge, stimulating interest, structuring learning activities, and identifying learning difficulties.
Error Correction Ppt
This document discusses issues around error correction when teaching English as a second language. It raises questions about what should be corrected (grammar, pronunciation, etc.), how corrections should be done (explicitly, implicitly, etc.), and when during a lesson corrections should occur. The document also notes a discrepancy between what teachers and students prefer - teachers generally favor selective corrections while students would like all mistakes addressed. It argues the goal should be effective communication and corrections should target errors that cause breakdowns in understanding.
Best Practices for Teaching English to Young Learners by Joan Shin
Workshop offered to English Language teachers in Venezuela as part of the Methodology of the ELT Tour 2011-2 organized by VenTESOL and sponsored by the US Embassy
Reciprocal Teaching: A Comprehension Strategy
The document summarizes the key techniques of reciprocal teaching, which is an instructional method for improving reading comprehension. It discusses setting up students with a complex text, diving into the text to question and think critically about it, clarifying understanding by discussing questions, and summarizing the key points. Visual aids are provided alongside each section to illustrate the techniques. The overall purpose is to teach students strategies for independently comprehending what they read.
Communication body language
The document discusses body language and nonverbal communication. It describes how body language conveys meaning through gestures, facial expressions, eye contact, smiling, hand gestures, arm and leg positions, and posture. Specific gestures and their potential meanings are examined, such as crossed arms indicating defensiveness while open arms suggest openness. Body language provides important cues about people's emotions and attitudes beyond what is said verbally.
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Best Practices for Teaching English to Young Learners by Joan Shin
Best Practices for Teaching English to Young Learners by Joan Shin