n2473 Esol Teaching Skills Taskbook Unit 2

7/24/2019 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%

Languages nternational ' (uckland 3 .hristchurch, 4ew 5ealand www%languages%ac%n6


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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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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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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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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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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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(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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&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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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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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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.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


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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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%




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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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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




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(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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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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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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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%

%


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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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


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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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"




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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%


$ 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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(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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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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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


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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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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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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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%




32/61




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%



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%



33/61



(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%



34/61



(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







35/61


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%



36/61



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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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


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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E-amles

i% Teacher:


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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%



40/61




*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%


$ 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)%



Unit 2 g) .orrecting soken errors: deals with error correction o$ students sokenerrors in the classroom%



41/61



(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% $

% #%



42/61









43/61


.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%



44/61



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%


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%



45/61


46/61



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%




47/61


48/61



(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

) #



49/61



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%



50/61


.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


51/61



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


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%



52/61



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


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%



53/61


54/61




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")



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


55/61



(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



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%



56/61


.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%



57/61



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%


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%



58/61



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%




59/61


60/61



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




61/61




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%


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%



Unit 2 g) .orrecting soken errors: recommended as a recursor to this lesson,dealing with error correction o$ students soken errors in the classroom%



(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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Documents

n2473 Esol Teaching Skills Taskbook Unit 2