module 5 planning of the english language teaching-learning process

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UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career 2 It is better to correct all the mistakes learners make. PRACTICE TASK For questions 1-6, match the teacher’s behaviour with the correction techniques listed A-B You need to use some options more than once. Teacher’s behariour Correction techniques A. Ignore the mistake B. Use self-correction C. Draw a time line on the board D. Use finger correction. 1. You have used a correction code to show learners where they have made mistakes in their writing. You now ask them to correct their own mistakes. You now ask them to correct their own mistakes. 2. You are working with a class of elementary ten-year-olds who are doing a fluency activity. One of the learners is talking with a class about her pet. She says: ‘My rabbit eat lettuce. ‘You let her continue talking. 3. You are doing a controlled practice activity. One of the learners says: ‘I have been working last week. ‘You show her a diagram. 4. A learner is repeating the instructions for a activity and says: Then we choose/tri./(three) objects.’ You just listen. 5. You are focusing on spoken language and the use of contractions. A learner says: ‘I am going swimming tomorrow, ‘You want to show her where the mistake is. You use your hand. 6. An advanced learner asks you: ‘Can you borrow me a pencil, please?’ You ask him to him to think about what he has said and to try again. Giving feedback How do we give feedback? Giving feedback is giving information to learners about their learning. Feedback can focus on learners' language or skills, the ideas in their work, their behaviour, their attitude to learning or their progress. Sometimes we give feedback to the whole class, at other times we give feedback to small groups or individual learners. The purposes of feedback are to motivate learners and to help them understand what their problems are and how they can improve. Key concepts [Escribir texto] Página 110
UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career Think of three comments you often give to your learners as feedback. What do they focus on? Why do you give them? Here are some examples of teacher feedback to learners. Example Focus Purpose Oral: 'Well done. This is much better.' Oral: 'Have another look at number four. There's a problem with spelling and I think there are more than two people.' Oral: 'Let's look at the new structure on the board again. I think some of you have misunderstood how we use it.' Written: 'What an amazing story! You've used adjectives very well this time. Your work is much better this time. You have tried very hard.' Oral: 'You've made good progress in all your work this month. Your written work is much more accurate.' Written: 'B / 70%. Have a look at grammar section 5 at the back of the coursebook and check again the difference in meaning between the past simple and the past perfect.' Oral: 'You all did the pairwork activity quite well but 1 heard too much Spanish and not enough English.' Progress, language and ideas Language and ideas Language Ideas, language, attitude and progress Language and progress Language Language, ideas and behaviour Praising the learner and telling her she is doing well; encouragement. Telling the learner there is a problem with one of the answers and that she needs to look at it again. Inviting learners to look again at language that they are having problems with. Praising the learner on her good level of work, and the effort she has made and in particular on one part of her writing (adjectives). Informing the learner of her progress; encouragement. Giving a grade and informing the learner of what the problem was with her work and telling her exactly what she needs to review and how. Encouraging learners but also informing them that they did not behave appropriately during pairwork. We can give feedback to individual learners (individual feedback) or groups of learners (group feedback). When learners give feedback to one another, this is called peer feedback. Feedback can be oral or written. Feedback can be linked to formal or informal assessment and can be given to learners in the classroom or during individual meetings. We can also write regular feedback in the form of comments, grades or marks on a learner's record sheet. The learner can keep this sheet in their portfolio or we might keep it with our records of their overall progress and achievement. We can use this feedback when we make our end-of-course assessment. Peer feedback is useful for all learners. The learners who give the feedback reflect on the work their classmates have done. The learners who receive feedback are given information on how they can improve. The learners are often guided by a feedback observation sheet. Young learners, though, are not [Escribir texto] Página 111
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module 5 planning of the english language teaching-learning process

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