module 5 planning of the english language teaching-learning process

UNIVERSIDAD NACIONAL DE LOJA
Área de la Educación el Arte y la Comunicación
English Language Career
4. Phonemic symbols. Pointing to phonemic symbols is helpful when
learners make pronunciation mistakes, for example using a long vowel
/u:/when they should have used a short one /u/, or when they
mispronounce a consonant. You can only use this technique with
learners who are familiar with the relevant phonemic symbols.
5. Echo correcting means repeating. Repeating what a learner says with
rising intonation will show the learner that there is a mistake somewhere.
You will find this technique works well when learners have made small
slips which you feel confident they can correct themselves.
6. Identifying the mistake. Sometimes we need to identify the mistake by
focusing learners' attention on it and telling them that there is a problem.
This is a useful technique for correcting errors. We might say things like
'You can't say it like that' or 'Are you sure?' to indicate that they have
made a mistake.
7. Not correcting at the time when the mistake is made. We can use this
technique to give feedback after a fluency activity, for example. It is
better not to correct learners when they are doing fluency activities, but
we can make notes of serious mistakes they make. At the end of the
activity, we can say the mistakes or write them on the board and ask
learners what the problems are.
8. Peer and self-correction. Peer correction is when learners correct each
other's mistakes. Self-correction is when learners correct their own
mistakes. Sometimes we need to indicate that there is a mistake for the
learners to correct it. Sometimes they notice the mistake themselves and
quickly correct it. Peer and self-correction help learners to become
independent of the teacher and more aware of their own learning needs.
9. Ignoring mistakes. In fluency activities we often ignore all the mistakes
while the activity is in progress, as the important thing is for us to be able
to understand the learners' ideas and for the learners to get fluency
practice. We can make a note of frequent mistakes and correct them with
the whole class after the activity. We often also ignore mistakes which
are above the learners' current level. For example, an elementary learner
telling us about what he did at the weekend might make a guess at how
to talk about past time in English. We would not correct his mistakes
because the past simple is a structure we have not yet taught him. We
may also ignore mistakes made by a particular learner because we think
this is best for that learner, e.g. a weak or shy learner. Finally, we often
also ignore slips as learners can usually correct these themselves.
Written correction
In next unit we will see how we can use a correction code to show learners
where some of their mistakes are and what kind they are. Other techniques for
making written corrections are:
[Escribir texto] Página 108