n2473 Esol Teaching Skills Taskbook Unit 2
Transcript of n2473 Esol Teaching Skills Taskbook Unit 2
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ESOL Teaching Skills TaskBook
Teacher Language: Unit 2 a)
Do students sometimes not understand what you are saying, articularly atlow le!els" This lesson will hel you to inoint ro#lems with your classroomlanguage and look at ways o$ making it clearer%
Task & ' (ndys *eed#ack
(ndy used to ha!e a ro#lem o$ seaking too +uickly and students $ound him di$$icult tounderstand% e has worked hard at trying to slow down his seech, #ut students ha!e told
him that they still ha!e ro#lems understanding his instructions and e-lanations%
.an you hel (ndy" /hat do you think the ro#lem is"0ot down your ideas on a note ad, then check the answer key #elow%
Task & *eed#ack
/hile the seed o$ (ndys deli!ery may ha!e imro!ed, he is ro#a#ly still usinglanguage that is too di$$icult $or his students% e may also #e using morelanguage than he needs%
1ey SkillTeachers should use language in the classroom that is clear and natural% tshould #e simle enough $or students to understand, #ut not too simli$ied sothat it #ecomes ungrammatical or condescending% Teachers need to make surethey do not use more language than is necessary with students%
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ESOL Teaching Skills TaskBook
Teacher Language: Unit 2 a)
Task 2 ' 7ro#lems with instructions
4um#ers & to 8 are all e-amles o$ ro#lematic teacher language% ($ter
each e-amle, there are two ro#lems% /hich o$ the two ro#lems #estdescri#es the e-amle"
Tick the statement you think is correct%
&% 9 want you all to get u on your $eet and hitch u with someone other than your
mate ne-t to you;
a) The teacher uses more words than necessary%
#) There is too much collo+uial language in these instructions%
2% 90ust imagine i$ you might #e an astronaut !isiting the sace station%;
a): There is too much hyothetical language that is unnecessary%
#) The use o$ % 9Then together talking ' many words ' hay class%;
a) The teacher is too seci$ic a#out the language outut $or the acti!ity%
a) The teacher o!er?simli$ies her language and is seaking in an unnatural idgin%
@% 9The ideas esoused #y grou & are !ery interesting%;
a) The teacher uses a word that is o!erly $ormal%#) The $irst noun hrase in the sentence is too long%
A% 9 was wondering i$ you could all work in airs and then would you mind talking
a#out the icture%;
a) The teacher uses too much unnecessary olite language%
#) There is too much hyothetical language that is unclear%
% 9m =ust writing u a +uestion on the white #oard and want you to there we go
!e $inished yes, you should answer the +uestion that !e written u%;
a) The teacher mi-es the resent rogressi!e with the resent simle and this is con$using%
#) The teacher narrates their acti!ity and uses more language than is necessary%
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ESOL Teaching Skills TaskBook
Teacher Language: Unit 2 a)
C% 9So how was your weekend" Did you ha!e a good time" Oh and d do task one
$irst% had a great weekend%;
a) The teacher mi-es social language with instructional language and this is con$using $orstudents%
#) The teacher narrates their acti!ity and hides the instructions amongst the narration%
8% 9Those two clauses ha!e a hyotactic relationshi%;
a) The 2 noun hrases in this sentence are too comle-%
#) The grammar terminology used in this e-lanation would ro#a#ly #e too sohisticated $or
many learners%
.heck your ideas in the answer key%
1ey SkillTo make your teacher language clear, it hels to a!oid the $ollowing: languagethat is !ery collo+uial, language that is !ery olite, language that is rarely usedor is !ery technical% Two other things to a!oid are: narrating what youre doingand mi-ing di$$erent tyes o$ language e-lanation !s% instruction)%
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ESOL Teaching Skills TaskBook
Teacher Language: Unit 2 a)
Task > ' nstructions and gestures
Sometimes it hels to use gestures when talking to students% Look at the
e-amles o$ teacher language #elow and decide whether you would usegestures or not% .ircle
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ESOL Teaching Skills TaskBook
Teacher Language: Unit 2 a)
Task @ ' Gaking your instructions clear
The $ollowing e-amles o$ teacher language are unclear in one way oranother% Hewrite them so that they are clear% The $eed#ack ro!ides
suggested answers and !ariation is ossi#le%
Teacher language
&% a!e a chat to your artner%
2% $ you were a =ournalist
>% Times =ust a#out u%
@% ow a#out may#e getting into grous%
A% .heck out i$ you were right at the #ack o$ the #ook%
% Listen and work out i$ you!e more or less got the hang o$ it%
C% $ you could =ust o the word in the right lace%
8% 0ust ha!e a read and =ot down some o$ the core arguments%
J% Dont take $ore!er ' =ust whi through them%
&K% /hat want you to do is =ust get into airs and ha!e a look at what each other has
got%
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ESOL Teaching Skills TaskBook
Teacher Language: Unit 2 a)
Thinking a#out your teaching
( good way to check your own instructional language is #y taking a tae recorder tothe classroom and recording yoursel$ gi!ing instructions% ($ter the lesson, write out a
transcrit o$ some o$ your instructional se+uences and analyse it to see i$ any o$ro#lems noted in task 2 are resent in your teacher language%
4ote your conclusions in your Teaching Log%
Taking it to the classroom
(n interesting challenge you can set yoursel$ and it can #e intriguing and $un $oryour students) is to try teaching $or hal$ an hour or an hour without talking at all andtrying to mime things% ou may need to write the odd word on the white #oard% This
will gi!e you an insight into how little it is ossi#le to say some times with learners%4ote how much more language they roduce in order to $ill the silence%
/ant to $ind out more "On ages && ? &&8 o$ The 7ractice o$ English Language Teaching @ th edition) #y0eremy armer 7earson 2KKC), there is $urther reading on how teachers can helstudents hear and understand language%
On ages JA ? J o$ Learning Teaching 2nd edition) #y 0im Scri!ener Gacmillan2KKA), there is $urther reading on using gesture in the classroom%
Helated TaskBook lessons%%%
ou may #e interested in the $ollowing lessons in the ESOL Teaching Skills TaskBookseries, relating to this toic:
Unit 2 c) Fi!ing instructions: Learn how to lan and gi!e e$$ecti!e instructions in
the classroom% Unit 2 #) Muestioning techni+ues: Learn how teachers can e$$ecti!ely use +uestions not only to check instructions, #ut also to check learning%
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ESOL Teaching Skills TaskBook
Teacher Language: Unit 2 a)
(nswer 1ey
Task 2 ' *eed#ack
&% #)
2% a)
>% #)
@% a)
A% a)
% #)
C% a)
8% #)
the teacher could hold u the #ook or
worksheet and indicate the correct te-t
and task%
Task @ ' *eed#ack
&% a!e a chat to your artner%
Hewrite: Talk to you artner%
2% $ you were a =ournalist
Hewrite: ou are a =ournalist% Or:
magine you are a =ournalist%)
>% Times =ust a#out u%
Hewrite: ts almost time to sto I to $inish%
Or: >K seconds to go)
@% ow a#out may#e getting into grous%
Hewrite: 7lease get into grous o$
A% .heck out i$ you were right at the #ack
o$ the #ook%
Hewrite: Look at the answers on age N
o$ the #ook%
% Listen and work out i$ you!e more orless got the hang o$ it%
Hewrite: Listen $or gist to get a general
understanding%
C% $ you could =ust o the words in the
right lace%
Hewrite: 7ut the words in the correct
lace%
8% 0ust ha!e a read and =ot down some o$the core arguments%
Hewrite: Head and write down the main
ideas in the te-t%
J% Dont take $ore!er ' =ust whi throughthem%
Hewrite: Dont send too much time on
them ' do them +uickly%
Task > ' *eed#ack
&% Talk together in airs% Festure: es%Descri#e gesture: The teacher oints to
each air with #oth hands%
2% *ill in the gas in e-ercise &%Festure:
4o% owe!er, the teacher could hold u
the #ook or worksheet and indicate the
correct e-ercise%
>% Go!e around the room and talk to as
many eole as ossi#le% Festure: es%
Descri#e gesture: The teacher makescircular arm mo!ements to suggest
mingling%
@% Listen and comlete e-ercise 2%
Festure: 4o% owe!er, the teacher could
cu one hand #ehind an ear to indicate
listening%
A% Those in grou ( should sit on the le$t
and those in grou B on the right%
Festure: es% Descri#e gesture: The
teacher oints to the arts o$ the room
where the eole in each grou shouldgo%
% ou!e got A minutes to $inish%
Festure: es% Descri#e gesture: The
teacher holds u a slayed hand ' $i!e
$ingers reresent A minutes%
C% Stand u and $ind the icture that
matches your te-t% Festure: es%
Descri#e gesture: The teacher raises herhands to indicate standing u, then oints
to two or three ictures in the room%
8% Head the te-t and comlete the True I
*alse +uestions% Festure: 4o% owe!er,
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ESOL Teaching Skills TaskBook
Teacher Language: Unit 2 a)
&K% /hat want you to do is =ust get into
airs and ha!e a look at what each otherhas got%
Hewrite: 7lease get into airs and look at
your artners answers%
This work is u#lished under the .reati!e .ommons >%K 4ew 5ealand (ttri#ution 4on?commercial
Share (like Licence B?4.?S()% Under this licence you are $ree to coy, distri#ute, dislay and
er$orm the work as well as to remi-, tweak, and #uild uon this work noncommercially, as long as
you credit the authorIs and license your new creations under the identical terms%
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ESOL Teaching Skills TaskBook
Muestioning techni+ues: Unit 2 #)
Do you +uestion your students a lot" s it a good idea to use +uestions in theclassroom" This lesson will hel you $ind out a#out +uestions as learning tools%
Task & ' 1ates +uestion%
1ate was teaching a grou o$ re intermediate students the other day% She ga!e them theseinstructions and asked them a +uestion a$terwards:
1ate:
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ESOL Teaching Skills TaskBook
Muestioning techni+ues: Unit 2 #)
1ey skillMuestions are a use$ul teaching tool in the English language classroom #ecausethey increase student articiation in the lesson% t can also mean that teachers#ecome less reliant on !ery long e-lanations, which can #e di$$icult $orstudents to understand% Muestions can #e
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ESOL Teaching Skills TaskBook
Muestioning techni+ues: Unit 2 #)
.ategories
&% eliciting language
2% eliciting in$ormation
>% checking classroom instructions
@% checking a !oca#ulary concet
A% checking a grammar concet
% social or ersonal
Teacher +uestions
.heck your ideas in the answer key%
1ey SkillThere are many oortunities $or teachers to use +uestions e$$ecti!ely duringdi$$erent stages o$ a lesson% Used aroriately, +uestioning kees the studentsengaged and in!ol!ed and hels to kee u the ace o$ the lesson%
Task > ' Some ro#lems with +uestions
n a to e #elow there is a descrition o$ ro#lems that teachers can ha!ewhen asking their students +uestions%Gatch the ro#lems to thescenarios & to A #elow%
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ESOL Teaching Skills TaskBook
Muestioning techni+ues: Unit 2 #)
Scenarios
&% Teacher: So what kind o$ $ood do you eat $or dinner in your $amily 2seconds later) O1% 4ot sure" 4ot to worry%
2% Teacher: O1, so $irst o$ all student ( runs outside the classroom andreads a sentence and then comes #ack in% Student B then writes downwhat student ( says, then its student Bs turn to go outside% (nd theydo the same thing% (ll right" O1, so 7aulo, what do you ha!e to do"
>% Teacher: ou might like to answer then and tell me where youre
likely to $ind something like 9ru##ish;"
@% Teacher: So you see this diagram on the white #oard ' the one atthe to with the little wiggly line% So do you think thats the resenter$ect, or is it this one with the little crosses on it"
A% Teacher: So are you going to do the e-ercise or are you going to
listen to the radio"
7ro#lems
7ro#lems
a% The answer to the +uestion is too long and unmanagea#le $or students%
#% The answer to the +uestion is so o#!ious it is not worth asking the +uestion%
c% The teacher does not wait long enough $or the answer to the +uestion%
d% The teacher uses unnecessary language% She could ro#a#ly =ust oint to what is onthe white #oard%
e% The teacher could simli$y her language in the +uestion%
.heck your ideas in the answer key%
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ESOL Teaching Skills TaskBook
Muestioning techni+ues: Unit 2 #)
1ey Skill0ust asking +uestions is not enough% Teachers need to think care$ully a#outwhat kinds o$ +uestions they ask and how they ask them% Muestions should #eeasy $or students to understand and they should ha!e short, managea#leanswers% Teachers need to gi!e students a little thinking time and not e-ectthem to answer +uestions immediately%
Task @ ' (sking +uestions a#out language
Letters a to h #elow are la#els $or di$$erent +uestions that can check studentsunderstanding o$ language% Some re$er to !oca#ulary, while others re$er togrammar% Gatch the la#els to the +uestions & to 8 #elow%
La#els
a% .hecking the meaning o$ a new word%
#% .hecking the register le!el o$ $ormality) o$ a new word%
c% .hecking the collocation o$ a word ' the way it goes together with another word%
d% .hecking the connotation o$ a word ' whether it has a ositi!e or negati!e
meaning%
e% .hecking the time re$erence o$ a grammar structure%
$% .hecking the ro#a#ility o$ a grammar structure
g% .hecking the duration o$ a grammar structure%
h% .hecking the $unction e%g% gi!ing ad!ice) o$ an utterance%
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ESOL Teaching Skills TaskBook
Muestioning techni+ues: Unit 2 #)
Muestions
&% $ we say someone is 9retentious; is that good or #ad"
2% .an we say 9make my homework;"
>% s a 9reward; something you #uy or something that a ersongi!es you"
@% s he saying that its necessary or only that its a good idea"
A% Did he do that once or more than once"
% .an you use this word when you are talking to your #oss"/hat a#out your $riends"
C% (re we sure it haened or do we only think its ossi#le that it
haened"
8% Did the action haen at a de$inite time in the ast"
La#els
.heck your ideas in the answer key%
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ESOL Teaching Skills TaskBook
Muestioning techni+ues: Unit 2 #)
(nswer 1ey
Task 2 ' *eed#ack
&% c
2% e>% #
@% $A% a
% d
Task > ' *eed#ack
&% 7ro#lem: c% The teacher does not wait long enough $or the answer to the +uestion%
2% 7ro#lem: a% The answer to the +uestion is too long and unmanagea#le $or students%
>% 7ro#lem: e% The teacher could simli$y her language in the +uestion%
@% 7ro#lem: d% The teacher uses unnecessary language% She could ro#a#ly =ust oint to what is in the white #oard%
A% 7ro#lem: #% The answer to the +uestion is so o#!ious it is not worth asking the +uestion%
Task @ ' *eed#ack
&% d
2% c>% a
@% hA% g
% #C% $
8% e
This work is u#lished under the .reati!e .ommons >%K 4ew 5ealand (ttri#ution 4on?commercial Share(like Licence B?4.?S()% Under this licence you are $ree to coy, distri#ute, dislay and er$orm thework as well as to remi-, tweak, and #uild uon this work noncommercially, as long as you credit theauthorIs and license your new creations under the identical terms%
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ESOL Teaching Skills TaskBook
Muestioning techni+ues: Unit 2 #)
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ESOL Teaching Skills TaskBook
Fi!ing instructions: Unit 2 c)
/hen you set u acti!ities, do your students sometimes look con$used" Thislesson will hel you sort this out%
Task & ' Simons instructions
Simon is teaching a grou o$ re intermediate students%
Simon:
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ESOL Teaching Skills TaskBook
Fi!ing instructions: Unit 2 c)
Task & *eed#ack contd)
c% The e-amle in answer # has no grammar and !oca#ulary associated with animaginary situation% *or e-amle, i$ you were the waiter , imagine t alsohas no unnecessary olite language d like you to and it has no redundanciessuch as mean, actually, guys
1ey Skill/hen teachers can gi!e clear instructions, learners $eel more secure in thelesson% t also means learners can #egin tasks more +uickly, which increasestime $or learning%
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ESOL Teaching Skills TaskBook
Fi!ing instructions: Unit 2 c)
Task 2 ' ints $or gi!ing clear instructions
Look at each air o$ sentences and choose the one that is THUE%
Sentences
&% a) ou should use olite language otherwise students will get o$$ended%
#) ou should use simle language so the instructions are clear%
2% a) ou shouldnt do a demonstration #ecause it takes $ar too much time%
#) ou should do a demonstration so students can see the acti!ity in action%
>% a) ou should use +uestions to check key asects o$ the instructions%#) ou should use +uestions to check all asects o$ the instructions%
@% a) ou should hold u worksheets when gi!ing instructions so that students look at
you%
#) ou should hand out worksheets and then gi!e instructions so students can
read what they ha!e to do%
A% a) ou shouldnt use gesture as this will distract students $rom what you are
saying%#) ou should use gesture #ecause !isual in$ormation can suort what you are
saying%
a) ou should ne!er use the O7 o!erhead ro=ector) to hel you gi!e
instructions #ecause it is awkward and it is really a #it like cheating i$ you do%
#) ou could sometimes use an O7 to hel you gi!e instructions #ecause you
can show a transarency o$ a worksheet clearly to your learners%
%
.heck your ideas in the answer key%
1ey Skillt is hel$ul $or students i$ teachers lan their instructions% Food instructionsuse simle language and are o$ten suorted #y clear gestures ordemonstrations% The white#oard or O7 may also #e used to hel gi!einstructions% Hemem#er to ask +uestions to check your students ha!eunderstood the instructions correctly%
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ESOL Teaching Skills TaskBook
Fi!ing instructions: Unit 2 c)
Task > ' Fetting instructions in the right order
7ut the teacher actions a ' $ in the le$t?hand column in the correct order
&?, so that you create a clear and logical instruction se+uence%
Teacher actions
a% gi!e instructions
#% hand out the work sheet
c% hold u the work sheet
d% gesture the interaction attern to #e used e%g% work in airs)
e% get the students attention
$% check the instructions
Order &? P
.heck your ideas in the answer key%
1ey Skilln class, #e$ore you #egin gi!ing your instructions, ensure that all the studentsare looking at and listening to you% ts imortant not gi!e out the worksheettoo early otherwise you will lose your students attention% Only gi!e out theworksheet once you ha!e $inished gi!ing and checking your instructions%
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ESOL Teaching Skills TaskBook
Fi!ing instructions: Unit 2 c)
Task @ ' .hecking instructions
Each num#er #elow & ' is a learning acti!ity% ($ter each acti!ity, thereare 2 +uestions a) and #) that could #e used to check the instructions%One +uestion is e$$ecti!e, #ut the other is not% .hoose the +uestion thatyou think is most e$$ecti!e%
Learning acti!ities
&% role lay
Muestions to check instructions
a) (re you going to write or seak together"
#) /ho seaks $irst"
2% mingle a) Do you ask your artner or other students"
#) Do you mingle around"
>% gist reading a) (re you going to read or listen"
#) ow much time ha!e you got"
@% in$ormation ga acti!ity a) (re you going to show your sheet to each other"
#) So what are you going to talk a#out"
A% ga $ill a) (re you going to $ill in the ga"
#) Do you use only one word or more than one word"
% dictation a) ow many times will read the te-t"
#) /ho is going to write down the words"
.heck your ideas in the answer key%
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ESOL Teaching Skills TaskBook
Fi!ing instructions: Unit 2 c)
Thinking a#out your teaching
Think a#out the last time you ga!e instructions $or a more comlicated acti!ity, $ore-amle, a mingle acti!ity or a slit reading and $eed#ack task% Did it go well" Did
your students #egin the task romtly" /hy or why not"
Gake a list o$ ideas and record these in your Teaching Log%
Taking it to the classroom
$ you are interested in $inding out i$ your instructions are e$$ecti!e, you can recordyoursel$ during the lesson and transcri#e your instruction se+uences% t is interestingto note what language you use and whether you can imro!e this or not%
/ant to $ind out more "On ages JK to J2 o$ Learning Teaching 2nd edition) #y 0im Scri!ener Gacmillan2KKA), there is $urther reading on gi!ing instructions%
Helated TaskBook lessons%%%ou may #e interested in the $ollowing lessons in the ESOL Teaching Skills TaskBookseries, relating to this toic:
Unit 2 a) Teacher language: Learn how teachers can use language in theclassroom that is clear and natural%Unit 2 #) Muestioning techni+ues: Learn how teachers can e$$ecti!ely use+uestions not only to check instructions, #ut also to check learning%
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ESOL Teaching Skills TaskBook
Fi!ing instructions: Unit 2 c)
(nswer 1ey
Task 2 ' *eed#ack
&% #) ou should use simle language so
the instructions are clear% ? THUE
.omment: $ you are too olite, you mayend u using comlicated language that is
di$$icult to understand%
2% #) ou should do a demonstration sostudents can see the acti!ity in action% ?
THUE
.omment: Doing an e-amle is a !ery
concrete way o$ gi!ing instructions%
>% a) ou should use +uestions to check
key asects o$ the instructions% ? THUE.omment: $ art o$ your instructions are
o#!ious, $or e-amle, 9work in airs;, then
it is not necessary to check this asect o$the acti!ity% .heck asects that are more
con$using $or students%
@% a) ou should hold u worksheets when
gi!ing instructions so that students look at
you% ? THUE.omment: $ you gi!e out worksheets too
soon, students start reading them and
sto listening to your instructions%
A% #) ou should use gesture #ecause it is!isual in$ormation that suorts what you
are saying% ' THUE
.omment: (ny !isual in$ormation you can
add is always use$ul $or students%
% #) ou could use an O7 to hel you
gi!e instructions sometimes #ecause you
can show a transarency o$ a worksheet
clearly to your learners% ' THUE
.omment: Showing students a worksheeton an O7 can make the instructions
clearer% t also means that students look at
you and listen to you when you gi!e theinstructions%
>% a
@% d
A% $% #
Task @ ' *eed#ack
&% role lay #) /ho seaks $irst"
.omment: The $irst +uestion is o#!ious%
The second +uestion is use$ul #ecause
students o$ten dont know who should#egin a con!ersation in a role lay and
this +uestion is a good reminder%
2% mingle a) Do you ask your artner or
other students".omment: The word % gist reading #) ow much time ha!e
you got"
.omment: The $irst +uestion is too
o#!ious% Muestion #) reminds students
that they should read +uickly $or gist as
they ha!e a time limit%
@% in$ormation ga acti!ity a) (re you
going to show your sheet to each other".omment: Muestion #) is too oen?
ended% Muestion a) checks a key asect
o$ in$ormation ga acti!ities%
A% ga $ill #) Do you use only one word or
more than one word"
.omment: Muestion a) is too o#!ious%
Muestion #) can #e an imortant
instruction to check $or a ga $ill task as
some o$ these tasks restrict the choice toone word%
% dictation a) ow many times will read
the te-t"
.omment: Muestion #) is too o#!ious%
owe!er, it is use$ul to remind students o$
the num#er o$ times you will read a
dictation te-t%Task > ' *eed#ack
&% e
2% c
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Fi!ing instructions: Unit 2 c)
This work is u#lished under the .reati!e .ommons >%K 4ew 5ealand (ttri#ution 4on?commercial Share (like Licence B?4.?S()% Under this licence you are $ree to coy, distri#ute,dislay and er$orm the work as well as to remi-, tweak, and #uild uon this work
noncommercially, as long as you credit the authorIs and license your new creations under theidentical terms%
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7ace in the classroom: Unit 2 d)
Do you sometimes worry that your lesson might #e too $ast or too slow $oryour students" This lesson can hel you $ind out i$ thats true and what you cando a#out it%
Task & ' Test yoursel$
(nswer
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7ace in the classroom: Unit 2 d)
Task 2 ' Bored or rushed students"
Look at teacher actions a to =% Some actions can make students $eel#ored in a lesson, while other actions will make them $eel rushed% 7lace
the actions into the correct column in the ta#le #elow%
Teacher actions
a% ou teach to the le!el o$ the weakest student in the class%
#% ou o$ten cant $ind your lan and materials and get a #it lost in the lesson%
c% ou stick rigidly to time limits you set% t doesnt matter whether students ha!e
$inished the acti!ity or not%
d% ou immediately nominate a second student when the $irst student cant answer
a +uestion%
e% ou like to use the same kind o$ materials in your lessons #ecause you know what works #est%
$% ou do really li!ely drills to kee students energy u%
g% ou gi!e instructions as you hand out worksheets%
h% ou gi!e students a lot o$ time to answer oen class +uestions%
i% ou dont let students ask +uestions a#out acti!ities a$ter doing $eed#ack%
=% ou wait $or students to read all o$ a worksheet and then gi!e instructions $or the
acti!ity%
Bored students Hushed students
.heck your ideas in the answer key%
1ey skillGaintaining an aroriate learning ace $or a grou o$ students is a key art o$good classroom management% $ students $eel #ored or rushed in any way, theydont learn as well as they could%
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7ace in the classroom: Unit 2 d)
Task > ' /hat else can a$$ect ace"
Below are some other $actors that can make the ace o$ a lesson $eel
too slow% /hy do you think they do this"
0ot down your answers on a note ad, then check the answer key%
*actors that can make the ace $eel too slow
a% Gonitoring students%
#% Teacher talk%
c% Dominant student%
d% Teachers ersonal style%
e% Student interaction atterns%
1ey skillThe answers in task > show the degree to which the teacher o$ten controls theace o$ a lesson% t might #e use$ul to imagine that you are like the conductor o$an orchestra and #e aware that your inter!entions will a$$ect the rate o$ learning
in any lesson%
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7ace in the classroom: Unit 2 d)
Task @ ' /ays to $ind a #etter ace
Letters a to = descri#e a ro#lem associated with ace% 4um#ers & to &K arestrategies that can hel deal with these ro#lems% They are not in the sameorder% Gatch the strategies to a ro#lem%
7ro#lems with ace
a% ou think you talk too much to students%
#% ou let acti!ities continue $or too long%
c% ou get stuck with students when monitoring%
d% ou always get your students to work in the same airs%
e% ou let one student dominate the lesson%
$% ou stick rigidly to time limits%
g% ou teach to the weak learners in the class%
h% ou think your ersonal style is too $ast or slow%
i% our oen class $eed#ack sometimes goes on $or too long%
=% ou think your materials are always the same%
Strategies
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7ace in the classroom: Unit 2 d)
Strategies that can hel with ace
&% /hen lanning lessons, think a#out using a !ariety o$ interaction atterns: airs, small grous, mingle acti!ities% During the lesson, change airs $re+uently%
2% Gake a conscious e$$ort to use alternati!e materials ' once a week i$ teaching $ull?
time, once a month i$ teaching art?time%
>% Gonitor student?centred acti!ities more care$ully% Do $eed#ack when most, #ut not all,
students ha!e $inished%
@% Hecord yoursel$ to see i$ it is true% $ so, try using student?centred disco!ery tasks to hel you get ideas across to students%
A% ou can gi!e $eed#ack on some answers to a task when monitoring% n oen class $eed#ack, deal only with the +uestions students $ound more di$$icult%
% $ you think this is haening in the lesson, go immediately to whole grou $eed#ack% /hat you were e-laining to one air might #e use$ul to all students%
C% $ you are worried a#out this, in!ite a colleague you trust to o#ser!e one o$ your classes and gi!e you $eed#ack on this%
8% Gonitor students care$ully and check their real rogress on a task% $ its taking them longer than you thought, #e $le-i#le and allow them more time%
J% Teach to a middle le!el o$ a#ility in your grou% $ necessary, deal with weaker
students +uestions when monitoring or a$ter class%
&K% 4ominate other students and olitely ask the enthusiastic student to let other students contri#ute% $ necessary, talk to the ro#lem student a$ter class%
.heck your ideas in the answer key%
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7ace in the classroom: Unit 2 d)
Thinking a#out your teaching
Sometimes the ace o$ the lesson can #e created #y the learners% Try keeing a
record o$ lessons that $elt $ast?aced to you and those that $elt slower% 4ote the timeo$ day, day in the week and anything else that might ha!e a$$ected your studentsace% (lso make a note o$ what kind o$ materials you use% ($ter a#out &K or morelessons, see i$ you can note any atterns in this in$ormation%
4ote your conclusions in your Teaching Log%
Taking it to the classroom
Try getting $eed#ack on the ace o$ your lessons directly $rom your students% (t theend o$ each lesson ask them i$ the lesson was too slow, too $ast or a#out right% $ youdo this, you will need to e-ect some negati!e $eed#ack, #ut it might hel you tokee your students haier in the long term%
/ant to $ind out more "On ages &A> to &K o$ The 7ractice o$ English Language Teaching @th edition) #y0eremy armer 7earson 2KKC), there is reading on ro#lem #eha!iour o$ studentswhich looks at issues such as #oredom and dominant students, and how to managethese success$ully%
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7ace in the classroom: Unit 2 d)
(nswer 1ey
Task 2 ' *eed#ack
#ored students
a% ou teach to the le!el o$ the weakest
student in the class%
.omment: This will #e too slow $or the
ma=ority o$ students in the class%
rushed students
c% ou stick rigidly to time limits you set% t
doesnt matter whether students ha!e
$inished the acti!ity or not%
.omment: our estimated time limitsmay not always #e correct and students
might need e-tra time%
d% ou immediately nominate a secondstudent when the $irst student cant
answer a +uestion%
.omment: ou are erhas not gi!ing
the $irst student enough thinking time tocome u with an answer%
$% ou do really li!ely drills to kee
students energy u%
.omment: The drills might #e too li!ely
and weaker students cant hear orunderstand the words or hrases they are
#eing asked to reeat%
g% ou gi!e instructions as you hand out
worksheets%
.omment: Students will ro#a#ly $eel
ressure #ecause they are trying tounderstand your oral instructions and
make sense o$ the worksheet at the same
time%
i% ou dont let students ask +uestions
a#out acti!ities a$ter doing $eed#ack%
.omment: The students +uestions could
#e imortant to their learning%
#% ou o$ten cant $ind your lan andmaterials and get a #it lost in the lesson%
.omment: This can take time and it
makes you look disorganised to the
students%
e% ou like to use the same kind o$
materials in your lessons #ecause you
know what works #est%
.omment: This can #e !ery reetiti!e
and students $eel they are always doing
the same old thing%
h% ou gi!e students a lot o$ time to ask
oen class +uestions%
.omment: This can drag on and
sometimes it is only the weak students)who askss) +uestions%
=% ou wait $or students to read all o$ a
worksheet and then gi!e instructions $or
the acti!ity%
.omment: Some students will #e +uite
slow at reading and the $aster readers will
o$ten ha!e to wait $or them to $inish%
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7ace in the classroom: Unit 2 d)
(nswer 1ey .ontd)
Task > ? *eed#ack
a% Gonitoring students
(nswer: There are 2 ossi#ilities here% *irst the teacher may not monitor enough in order to
$ind out students rogress on a task% She may let tasks go on $or too long% Secondly, the
teacher might send too much time with one student or one grou o$ students and the othersget #ored waiting $or her%
#% Teacher talk
(nswer: $ the teacher talks too much, the students might not understand what she is saying
and switch o$$% Students can only rocess a limited amount o$ e-lanation in a second
language% O$ten it is #etter to get them working on disco!ery tasks%
c% Dominant student
(nswer: The student may demand a lot o$ the teachers attention and ask a lot o$ +uestions
that are not rele!ant to the grou as a whole% This is #oring and sometimes $rustrating $or the
other students%
d% Teachers ersonal style
(nswer: Some teachers seak too slowly and do not !ary their !oice enough%
e% Student interaction atterns
(nswer: $ the teacher always uses the same interaction attern e%g% working in airs) and
she ne!er changes the airs in a lesson, this can result in the students $eeling the acti!itiesare reetiti!e and #oring%
Task @ ? *eed#ack
a)
#)
c)d)
e)
$)
g)
h)
i)=)
@
>
&
&K
8
J
C
A2
This work is u#lished under the .reati!e .ommons >%K 4ew 5ealand (ttri#ution 4on?commercial
Share (like Licence B?4.?S()% Under this licence you are $ree to coy, distri#ute, dislay and
er$orm the work as well as to remi-, tweak, and #uild uon this work noncommercially, as long as
you credit the authorIs and license your new creations under the identical terms%
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Drilling techni+ues: Unit 2 e)
Do you o$ten a!oid drilling new language items with your students" s this#ecause you dont think its use$ul or is it #ecause you are not sure how to goa#out it" This lesson aims to get you thinking a#out the role o$ drilling in
language?$ocused lessons and demonstrate how to go a#out it%
Task & ' To drill, or not to drill"
Two teachers are discussing drilling in the sta$$room%
Gona: Then a$ter !e done $eed#ack on the matching tasks, thought d drill the words%
Louise: Heally"
Gona: eah ' why not"
Louise: ne!er drill language ' its so old?$ashioned%
Gona: Do you think so" was taught to drill on my training course and that was only last
year%
Louise: !e #een teaching $or =ust o!er ten years now and !e ne!er drilled anything%
Gona: nteresting% /hat do your students say"
Louise: 4othing%
Gona: Gine ne!er comlain when drill them%
/hose oinion do you agree with" 0ot down your ideas I suggestionson a note ad, then check the answer key #elow%
Task & *eed#ackDrilling is a teaching skill that can sometimes #e considered contro!ersial%Teachers who dont like it see it as a relic o$ the audio?lingual aroach tolanguage teaching% Other teachers think that drilling is use$ul #ecause that is
how they like to learn a language% There is another grou o$ teachers who a!oiddrilling #ecause they are not sure o$ how to drill% This lesson will work throughsome o$ those issues associated with the skill and descri#e di$$erent drillingrocedures%
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Drilling techni+ues: Unit 2 e)
1ey Skill/hat is drilling" n its most #asic $orm drilling in!ol!es teachers asking students
to reeat indi!idual words or utterances% The teacher gi!es a model o$ thelanguage and the students reeat it either in unison or indi!idually or #oth%
Task 2 ' /hat are some o$ the issues"
Below are some oinions a#out drilling% Sort them into two grous,
oinions
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Drilling techni+ues: Unit 2 e)
.heck your ideas in the answer key%
1ey SkillDrilling ro#a#ly does not aid the ac+uisition or learning o$ new language items,#ut it can hel students with the ronunciation o$ language% t may not #e anatural and highly communicati!e classroom acti!ity, #ut students seem towant to #e drilled nonetheless% t hels i$ students understand the languagethat teachers drill% n other words, the meaning should #e clari$ied $irstotherwise drilling simly in!ol!es mindless reetition%
Task > ' /ays o$ drilling
Gatch the $i!e ways o$ drilling & to A with the de$initions a to e and thee-amles i to !%
/ays o$ drilling
&% choral
2% indi!idual
>% oen air
@% su#stitution
A% trans$ormation
De$initions E-amles
De$initions
a% Students reeat an utterance% The teacher says or holds u a new word or hrase%
Students reeat the $irst utterance, #ut relace a word or hrase $rom that utterance
with the new word or hrase%
#% The teacher drills one student in a +uestion and a second student in an answer to that +uestion% The two students then reeat their +uestion and answer e-change
with the rest o$ the class listening%
c% The teacher says a word or an utterance and the whole class reeats that word or
utterance together in unison%
d% The teacher says an utterance and the students say something similar to the
Languages nternational ' (uckland 3 .hristchurch, 4ew 5ealand www%languages%ac%n6
teachers utterance, #ut, in doing so, they change a key structure%e% The teacher says a word or utterance and then nominates a student to say that word
or utterance%
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Drilling techni+ues: Unit 2 e)
E-amles
i% Teacher:
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Drilling techni+ues: Unit 2 e)
Task @ ' *i!e stes to drilling
4um#ers & to 8 #elow are eight stes in the rocess o$ drilling a newword or utterance% 7ut these stes in the correct order% Letters a to h gi!e
a rational $or each ste% Once you ha!e ordered the stes, match arationale to each ste%
Eight stes o$ drilling
&% Once students gi!e you the word or utterance, ro!ide your own oral
model at a natural seed
2% Students reeat the language together as a grou
>% a!ing #roken down the oral model o$ the language, reeat it againat a more natural seed
@% $ the word or utterance you want to drill is on the white #oard, start
#y wiing it o$$
A% He?elicit the language you want to drill using the romts
% 4ominate indi!idual students and get them to reeat the word or
utterance
C% Show students a romt ' a icture or some key words that relate to
the language you want to drill
8% ighlight any key ronunciation $eatures o$ the new language 'demonstrate these orally rather than using the white #oard
Hationale
Hationale $or each ste
a% so that students ha!e some !isual reresentation o$ the language you want to drill%
#% so that you can check the ronunciation o$ the new language #y indi!idual students%
c% so that the $irst oral model that students hear is a natural one%
d% so that students ha!e to think a little #it a#out the language they are going to reeat%
e% so that students $ocus on ronunciation $eatures such as stress, weak $orms and linking%
$% so that all students ha!e the oortunity to say the new language without #eing
heard #y the rest o$ the class%
g% so that students dont =ust read the new language aloud and they ha!e to listen
care$ully in order to reeat%
h% so that students will reeat the language with a more natural rhythm%
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Drilling techni+ues: Unit 2 e)
Thinking a#out your teaching
*ind a colleague who seaks a second language that you dont know at all% (sk yourcolleague to gi!e you two or three mini?lessons in that language and seci$ically ask
that erson to drill you in the new language% ($ter the lesson write down yourreactions to #eing drilled and think a#out why you had those reactions%
4ote your reactions and thoughts in your Teaching log%
Taking it to the classroom
$ you dont normally drill your students, try doing it o!er a eriod o$ a#out $our or$i!e lessons% $ you normally drill, trying not doing it o!er the same eriod o$ time%($ter that, gi!e your students a +uestionnaire a#out drilling ' did they like it or did
they miss it" /hy"
/ant to $ind out more "On ages 2AA ? 2K o$ Learning Teaching 2nd edition) #y 0im Scri!ener Gacmillan2KKA), there is $urther reading on drilling%
*or some ractical ideas on drilling otions see ages 2K?C o$ The 7ractice o$ EnglishLanguage Teaching @th edition) #y 0eremy armer 7earson 2KKC)%
Helated TaskBook lessons%%%
ou may #e interested in the $ollowing lessons in the ESOL Teaching Skills TaskBookseries, relating to this toic:
Unit 2 g) .orrecting soken errors: deals with error correction o$ students sokenerrors in the classroom%
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Drilling techni+ues: Unit 2 e)
(nswer 1ey
Task 2 ' *eed#ack
$or
&% Gany students e-ect their teachers to
drill new language%
2% 7art o$ language learning is a hysical
skill% Drilling is like sending studentsseech organs to the gym%
A% Drilling can hel students with
ronunciation% t allows them to $eel new
sounds%
C% E!en i$ teachers dont drill, students
will o$ten +uietly drill themsel!es #ecause
the want to ha!e a go at saying new
language items%
against
>% Drilling doesnt in!ol!e real
communication%
% Drilling means that the teacher imoses
new language on students and is unnatural%
8% Drilling wont necessarily lead to
internalisation and ac+uisition o$ new
language%
7ro#a#ly not true: @% Drilling hels students to memorise new language%
7ro#a#ly not true: J% Drilling hels students to understand new language%
Task > ' *eed#ack
&%
2%>%
@%
A%
choral
indi!idualoen air
su#stitution
trans$ormation
c and i!
e and i# and iii
a and !
d and ii
Task @ ' *eed#ack
@% gC% a
A% d&% c
8% e
>% h
2% $
% #%
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Drilling techni+ues: Unit 2 e)
This work is u#lished under the .reati!e .ommons >%K 4ew 5ealand (ttri#ution 4on?commercial
Share (like Licence B?4.?S()% Under this licence you are $ree to coy, distri#ute, dislay and
er$orm the work as well as to remi-, tweak, and #uild uon this work noncommercially, as long as
you credit the authorIs and license your new creations under the identical terms%
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.onducting $eed#ack on classroom acti!ities: Unit 2 $)
Do you $eel that you always do $eed#ack on classroom acti!ities in the sameway" This lesson will hel you to gain an understanding o$ di$$erent tyes o$$eed#ack and suggest ways that you can !ary your aroach%
Task & ' Emilys o#ser!ation
The Director o$ Studies DoS) at Emilys school o#ser!ed her teach a lesson a coule o$
days ago% n the DoSs written $eed#ack, she made the comment: 9you are sometimes
unclear during $eed#ack stages;% Emily isnt +uite sure what the DoS means and she hasnt
had a chance to ha!e a tutorial with her as yet%
/hat do you think the DoS means" 0ot down your answers on a note ad,
then check the answer key #elow%
Task & *eed#ackSometimes teachers want students to think care$ully a#out their answers andinitially neither con$irm nor deny whether the answer is correct% owe!er, thiscan sometimes go on $or too long and get $rustrating $or students% (t the end o$$eed#ack, students can sometimes #e unsure a#out whether their answers to atask were correct or not%
1ey SkillDoing $eed#ack on a task in!ol!es more than gi!ing the right or wrong answers%
*irst, you need to think a#out whether you are doing language?$ocused$eed#ack or content?$ocused $eed#ack% n content?$ocused $eed#ack, teachersare resonding to ideas and in$ormation% owe!er, in language?$ocused$eed#ack teachers are resonding to the language that students roduce%
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.onducting $eed#ack on classroom acti!ities: Unit 2 $)
Task 2 ' Di$$erent tyes o$ $eed#ack
4um#ers & to 8 descri#e di$$erent kinds o$ classroom acti!ities% 7ut these
acti!ities in the correct #o- in the ta#le, thinking a#out whether the$eed#ack is language? or content?#ased, and whether or not there is aright answer% Two o$ the acti!ities can #e laced in more than one #o-%
Tye o$ $eed#ack There is a right answer There is no right answer
.ontent?#ased
Language?#ased
.lassroom acti!ities
&% Heading comrehension task%
2% Gatching new !oca#ulary to de$initions%
>% Hole lay that is $reer oral ractice o$ a grammar oint%
@% .omleting a te-t that has missing words%
A% Listening comrehension task%
% 7ro#lem?sol!ing in$ormation ga acti!ity%
C% Discussion that is a lead?in to a reading te-t%
8% /ritten grammar task where students choose the correct tense%
.heck your ideas in the answer key%
1ey Skill/hen you gi!e $eed#ack on #oth content and language, it is usually moremoti!ating and interesting $or students i$ you deal with content $irst% This showsthat you are resonding to their ideas and not =ust $ocusing on how they saidsomething%
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.onducting $eed#ack on classroom acti!ities: Unit 2 $)
1ey Skillou ha!e to manage your student grou care$ully i$ you want to do $eed#ackwell% 4ominating students, encouraging eer interaction and raising studentsare all key comonents o$ success$ul $eed#ack%
Task @ ' Some good ideas
4um#ers & to are some good ideas $or the management o$ $eed#ack%Letters a to $ are rationales $or each idea% Gatch the rationales to theideas%
ts a good idea to%%%
&% conduct $eed#ack #y nominating students randomly rather than in a
se+uence
2% ask students to =usti$y their answers, articularly with reading and
listening comrehension tasks
>% allow a certain amount o$ wait time when doing content?$ocused
$eed#ack
@% #e clear a#out what answer is correct and what answer is not
A% ro!ide a written model answer $or some tasks on the white #oard oron an O7
% occasionally a!oid doing $eed#ack at all
Because%%%
Hationales
a% it will a!oid any $rustration $or students%
#% it is not necessary i$ you can see that all students got all answers correct when you monitored ' you can =ust con$irm that e!erything is correct and mo!e on%
c% it kee students in!ol!ed in $eed#ack%
d% as it allows weaker students something concrete to check their answers against%
e% sometimes students need to organise their ideas #e$ore relying%
$% it makes students think a little harder and o$$ers stronger students more
challenge%
.heck your ideas in the answer key%
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.onducting $eed#ack on classroom acti!ities: Unit 2 $)
(nswer 1ey
Task 2 ' *eed#ack
Tye o$ $eed#ack Hight answer
&% Heading comrehension
task%
.ontent?#asedA% Listening comrehensiontask%
4o right answer
>% Hole lay that is $reer
oral ractice o$ a grammaroint%
% 7ro#lem?sol!ing
in$ormation ga acti!ity%
C% Discussion that is a lead
in to a reading te-t%
2% Gatching new !oca#ulary
to de$initions%
Language?#ased@% .omleting a te-t thathas missing words%
8% /ritten grammar task
where students choose the
correct tense%
>% Hole lay that is $reer
oral ractice o$ a grammar
oint%
% 7ro#lem?sol!ing
in$ormation ga acti!ity%
This kind o$ $eed#ack would in!ol!e error correction% The answer is not ) e
@) a
A) d
) #
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ESOL Teaching Skills TaskBook
.onducting $eed#ack on classroom acti!ities: Unit 2 $)
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noncommercially, as long as you credit the authorIs and license your new creations under theidentical terms%
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.orrecting soken errors: Unit 2 g)
(re you sometimes unsure a#out when you should correct your studentssoken language" Do you $eel that you always correct them in the same way"This lesson looks at the tyes o$ errors students make with oral language and it
outlines a rocedure and some techni+ues $or dealing with these%
Task & ' /as that an error or a sli o$ the tongue"
(ndy: 9 corrected this student o$ mine in class the other day% She le$t out an article, so interruted her and told her she needed to add
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.orrecting soken errors: Unit 2 g)
Task 2 ' Tyes o$ errors
4um#ers & to A are e-amles o$ soken errors% Letters a to e are
categories o$ errors% 4um#er i to ! indicate what the ro#lem is% Gatchthe e-amles to the categories and ro#lems%
E-amle
&% 9 will to the arty go%;
2% 9Gy sister is higher than my #rother%;
>% 9 went to a #arty and danced all night%;
@% (: 9Do you like wine"; B: 94o thank you%;
A% .ustomer in a ca$: 9Fi!e me a co$$ee%;
.ategory 7ro#lem
.ategories
a% ronunciation
#% ragmatic language in conte-t)
c% grammar
d% !oca#ulary
e% discourse
7ro#lems
i% collocation
ii% cohesion
iii% register too in$ormal
i!% sound honeme)
!% word order
.heck your ideas in the answer key%
1ey SkillThe causes o$ error stem $rom the students lack o$ knowledge% This can #e a
result o$ ha!ing learnt rules incorrectly or o!ersimli$ying a rule they ha!elearnt% ( students $irst language can lay a role in the cause o$ error,articularly with ronunciation errors% Some errors are the result o$ a student#eing creati!e with the limited English they do ha!e in order to communicate%
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.orrecting soken errors: Unit 2 g)
Task > ' ( rocedure $or correcting errors
Letters a to = #elow outline ten stes in a rocedure $or correcting
students errors% 7lace the stes in the correct order%
Stes
a% $ thats not success$ul, other students can #e asked to correct the
language%
#% (lternati!ely, the teacher may wait until the acti!ity is $inished then
correct errors%
c% (nother aroach is to record students as they carry out a seaking
acti!ity and get them to correct themsel!es when they listen to therecording%
d% The $irst decision the teacher has to make is whether to correct the
error, or =ust let it go #y%
e% $ no?one can hel, then the teacher should gi!e the correct !ersiono$ the language%
$% The teacher hears the error and categori6es it in their head%
g% owe!er, the teacher may decide to correct the language a$ter the
seaking acti!ity #y noting down errors and then writing them u on thewhite #oard $or the students to correct%
h% Either way, the error or errors) needs to #e ointed out to students%
i% $ the teacher decides to, on?the?sot error correction could #e done,to deal with the error immediately%
=% /hen the teacher does on?the?sot correction, the student who made
the error needs to ha!e the oortunity to sel$ correct, $irst o$ all%
Order" &?&KP
.heck your ideas in the answer key%
1ey SkillTeachers are more likely to do on?the?sot error correction during accuracy?$ocused acti!ities such as clari$ying new language and controlled oral ractice o$new language% Delayed $eed#ack on errors is more likely to take lace a$ter$reer ractice or soken $luency acti!ities%
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.orrecting soken errors: Unit 2 g)
Thinking a#out your teaching
Student errors are an interesting insight into learners interlanguage the currentstate o$ a learners language)% This kees changing and de!eloing as their le!el o$a#ility increases% t can #e interesting to do a detailed study o$ one learners
interlanguage% .ollect as many samles as you can $rom the learner #y listeningcare$ully to them in class and erhas #y asking ermission to record them seaking%ou might #e a#le to add written errors to your collection% /hat do these errors tellyou a#out this learner" /hat do they tell you a#out learners at this le!el" i%e% aresome o$ the errors $amiliar")
4ote your conclusions in your Teaching Log%
Taking it to the classroom
The #est way o$ $inding out i$ you are correcting enough is #y asking your students%ou can do this directly or you can gi!e them a simle sur!ey% t might #e interestingto e-lore the idea o$ a
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.orrecting soken errors: Unit 2 g)
(nswer 1ey
Task 2 ' *eed#ack
&) c, !
2) d, i
>) a, i!
@) e, ii
A) #, iii
Task @ ' *eed#ack
&% $% .omment: The teacher does almost
nothing to indicate that an error has #een
made%
2% a% .omment: The teacher indicates that
there is something wrong with the
utterance, #ut does not say what the
ro#lems is%
>% d% .omment: The teacher is slightly
more seci$ic and indicates that thero#lem is grammar and not !oca#ulary or
ronunciation%
@% #% .omment: The teacher clearly
indicates that time re$erence is the
ro#lem and there$ore the !er# $orm
needs correcting%
A% e% .omment: The teacher clearly oints
out where the error is and e-licitly states
that there is a ro#lem with the !er# $orm%
% c% .omment: The teacher is seci$ica#out the $act the !er# $orm is incorrect
and tells the student how to correct it% This
aroach assumes that the student knows
grammar terminology%
Task > ' *eed#ack
&) $
2) d
>) i@) #A) h
) =
C) a
8) e
J) g
&K) c
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Share (like Licence B?4.?S()% Under this licence you are $ree to coy, distri#ute, dislay and
er$orm the work as well as to remi-, tweak, and #uild uon this work noncommercially, as long asyou credit the authorIs and license your new creations under the identical terms%
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.orrecting written language: Unit 2 h)
(re you sometimes unsure a#out how to correct your students written work"Should you =ust write in the correct !ersion or may#e =ust underline errors"This lesson looks at the areas you can gi!e $eed#ack on and looks at some
di$$erent ways o$ ro!iding $eed#ack on students written work%
Task & ' ( comlaint a#out (ndy
(ndys Director o$ Studies ulled him aside and in$ormed him that a lot o$ the students in his
academic writing class had made a comlaint% They said that (ndy ne!er ga!e $eed#ack on
their written work% (ndy rotested and said that he did% e indicated that he resonded tothe ideas and in doing so re$ormulated many o$ the language errors in a correct !ersion% e
thought the students and the Director o$ Studies were #eing un$air%
s (ndys oinion =usti$ied" /hat do you think and why" 0ot down youranswers on a note ad, then check the answer key #elow%
Task & *eed#ack(ndy has some =usti$ication in his oinion% owe!er, this kind o$ $eed#ack might
ha!e #een too su#tle $or some o$ his learners% e may not ha!e ointed out tothem that this is his way o$ ro!iding $eed#ack on writing and he could ha!eindicated that his re$ormulations contained use$ul suggestions on correctlanguage% $ the students dont know to look $or this, they are unlikely to see it%
1ey SkillThere are many di$$erent ways o$ ro!iding $eed#ack on students written work%The key issue is that students need $eed#ack not only on their language #ut alsoon the ideas they include in their written work%
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.orrecting written language: Unit 2 h)
Task 2 ' ( rocedure
Letters a to e outline stes in a tyical rocedure $or the correction andrewriting o$ students written work% 7ut these stes in a logical order%
Stes
a% n airs or small grous students hel each other to make sense o$
the corrections that the teacher has ointed out in their written work%
Order" &? AP
#% Students write the ne-t dra$t o$ their te-t incororating the $eed#ack%
c% Students $inish a dra$t o$ their te-t and e-change them to get
$eed#ack $rom their eers%
d% The teacher collects in the students te-ts and indicates where there
are ro#lems%
e% The teacher monitors and hels the airs and grous, clari$ying
anything that is unclear in the marking%
.heck your ideas in the answer key%
1ey SkillThe rocedure a#o!e is not the only aroach% *or e-amle, students couldtake the marked te-ts home to work on and the teacher could set u one?to?one tutorials with students% (nother !ariation is the e-tent o$ the teachersmarking% ow e-licit are you a#out errors" The ne-t task looks at di$$erentaroaches%
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.orrecting written language: Unit 2 h)
Task > ' Di$$erent aroaches
4um#ers & to in the grid are di$$erent aroaches to ro!iding $eed#ackon students written work% Letters a to $ are strengths, while num#ers i to!i are weaknesses that can #e associated with the di$$erent aroaches%Gatch the strengths and weaknesses to each aroach%
(roaches to $eed#ack on written work
&% The teacher corrects all mistakes and ro!ides the
correct !ersion%
2% The teacher underlines mistakes and uses a code to
indicate the nature o$ the error%
>% The teacher underlines errors, #ut gi!es no indication o$
the nature o$ the error%
@% The teacher writes suggestions $or imro!ement in the
margin%
A% The teacher takes 2 e-amle te-ts and re$ormulates the
language in these te-ts% The re$ormulations are distri#uted
to the class as a whole to consider%
% Students gi!e eer correction without any $eed#ack $romthe teacher%
Strengths /eaknesses
Strengths
a% This aroach can com#ine $eed#ack on language and content%
#% This aroach resents students
with some challenge, #ut o$$ers them
some degree o$ suort%
c% This aroach can ro!ide students
with use$ul models o$ language%
d% This aroach is !ery comrehensi!e
in its $eed#ack on language%
e% This aroach is !ery good at
encouraging students to use each other as a resource%
$% This aroach ro!ides students with
a good sense o$ challenge%
/eaknesses
i% This aroach can #e con$using $or students as they are not sure what the ro#lem is%
ii% Students can $eel that this aroach lacks
any real certainty $or them%
iii% This aroach can result in too much
$eed#ack and can #ecome demoti!ating $or
students%
i!% n this aroach the $eed#ack on language
can #e too !ague $or many learners%
!% Strict adherence to this aroach wont
ro!ide learners with $eed#ack on the content o$ their te-ts%
!i% Learners may $ind this aroach too general
and not relate the $eed#ack to their own
work%
.heck your ideas in the answer key%
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.orrecting written language: Unit 2 h)
Sym#ols
&% /* V wrong $orm
2% // V wrong word
>% T V wrong tense
@% V something is missing
A% S V wrong selling
% /O V wrong word order
C% 7 V wrong unctuation
8% Q V wrong !er# $orm
J% ( V wrong article
&K% W V e-tra word, not necessary
.heck your ideas in the answer key%
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.orrecting written language: Unit 2 h)
Thinking a#out your teaching
t would #e interesting to trial two di$$erent aroaches to gi!ing $eed#ack onstudents written language that you ha!e ne!er used #e$ore% *or e-amle, where you
tyically gi!e $eed#ack #y means o$ sym#ols, you could send a monthe-erimenting with re$ormulation and eer correction% t is ro#a#ly not a goodidea to do this with a grou that has to sit an e-am%) (t the end o$ the trial eriod,you could see whether there is any signi$icant imro!ement in your students writtenlanguage% ou can also ask them to gi!e you $eed#ack on the two aroaches%
4ote your conclusions in your Teaching Log%
Taking it to the classroom O$ten students will make similar errors% ou can #uild u a collection o$ commonerrors #y ha!ing an 9Error Bo-; in the class room% /hen learners make an error, itcan #e written on a card and laced in the 9Error Bo-;% The error cards can #e usedas the #asis o$ a re!ision acti!ity when doing writing acti!ities%
/ant to $ind out more "
7ages >&> to >& o$ Teaching and Learning in the Language .lassroom #y Triciaedge O-$ord Uni!ersity 7ress 2KKK), and ages &@C to &A2 o$ The 7ractice o$
English Language Teaching @th edition) #y 0eremy armer 7earson 2KKC), containe-tra reading on gi!ing $eed#ack on students written work%
Helated TaskBook lessons%%%
ou may #e interested in the $ollowing lessons in the ESOL Teaching Skills TaskBookseries, relating to this toic:
Unit 2 g) .orrecting soken errors: recommended as a recursor to this lesson,dealing with error correction o$ students soken errors in the classroom%
ESOL Teaching Skills TaskBook
.orrecting written language: Unit 2 h)
(nswer 1ey
Task 2 ' *eed#ack
&) c
2) d>) a
@) e
A) #
Task @ ' *eed#ack
&% /* V wrong $orm
d% was !ery surrising to see him there%
2% // V wrong wordg% e is the highest erson in his $amily%
>% T V wrong tense
i% ha!e #een to *i=i last year%
@% V something is missing
c% They went the li#rary a$ter lunch%
A% S V wrong selling
h% /e ha!e recei!ed your last message%
% /O V a ro#lem with the word order
#% am losing always my glasses%
C% 7 V wrong unctuation
$% owe!er, it cannot #e considered a
er$ect e-amle%
8% Q V wrong !er# $orma% Say good#ye, he le$t $or the airort%
J% ( V wrong article
e% e got lost in a (ma6on =ungle%
&K% W V e-tra word, not necessary
=% Sam has =ust $inished recently%
Task > ' *eed#ack
&)
2)>)@)
A)
)
d, iii
#, !$, ia, i!
c, !i
e, ii
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Share (like Licence B?4.?S()% Under this licence you are $ree to coy, distri#ute, dislay and
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d h h d l d h d l