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
My Best Friend
I going to tell you about my best Friend. Her name is Betty. She is tall and has
got long hair dark. Her Favourite Food is chocolate and her Favourite drink is
cola. Her hobbies are writting short stories and looking at TV. At the weekend
we go shopping in the mall and meet our Friends. Its Fun!
The teacher has used a correction code to indicate the types of mistakes in
accuracy that the learner has made. This enables learners to make their own
corrections. Here is an explanation of the letters and symbols:
= word missing
There is a word missing in the first line. The learner has written 'I
going’ when it should be 'I am going'.
= wrong word order
There is a word order mistake in line 2. The sentence 'She is tall
and has got long hair dark' should be 'She is tall and has got long
dark hair'.
= wrong spelling
There is a spelling mistake in line 3. The word 'writting' should be
'writing'.
= wrong vocabulary
There is a vocabulary mistake in line 4. The learner has used
'looking at’ When the correct word is 'watching'.
= punctuation (comma, full stop, etc.)
The learner has used the wrong punctuation in line 5. The learner
has written Its' when the correct version is 'It's'.
Other common categories in a correction code are:
I/I = good sentence or expression
|prep | = wrong preposition
[A] = wrong agreement, for example She like
? Ask me (I don't understand)
T wrong verb tense t
/ too many words
It makes learners lose motivation if we correct every mistake they make. We
need to make sure our corrections are appropriate for the level and learning
style of the learner and for the focus of the task.
• Key concepts and the language teaching classroom
• There are different reasons for the mistakes that learners make. For example:
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