ORIENTATION
Worksheet 1
Feedback
Contextualisation
Free practice
Controlled practice
semi-controlled practice
Instruction
Personalisation
Teacher talk
ICQs
model
CCQs
Elicitation
1. ………………………….. is a technique by which the teacher gets the learners to
give
information rather than giving it to them.
2. …………………………… is information a teacher or another speaker, including
another
learner, gives to learners on how well they are doing, either to help the learner
improve specific points, or to help plan their learning. Feedback can be
immediate, during an activity, or delayed, at the end of an activity or part of a
learning programme and can take various forms.
3. ………………………….. are used after a teacher has given instructions to make
sure
students have understood what they need to do. They might refer to the
language to be used in the activity or to the procedure to use. They aim to
ensure that students are on track before they begin an activity so as not to
waste time or be confused.
4. ………………………….. is the directions that are given to introduce a learning task
which entails some measure of independent student activity.
5. A ……………………….. is an example of the target language a teacher shows
learners to help them notice language patterns, or to encourage them to imitate.
This could be a sentence, a model of an intonation pattern, or an entire text,
such as an example of a writing genre.
6. ……………………..refer to Concept Checking Questions and are used by a teacher
to
check that students have understood the meaning of new language (word,
grammar, function etc) or the form. CCQs need not necessarily in fact be
questions; they might, for example, be gestures, sentences for completion or
pictures but their purpose is to check understanding. They also aim at getting
the student to think about new language and draw conclusions about it, thus
encouraging inductive learning.
7. ………………………… is a stage in a lesson where learners produce language using
the target content freely. It can be compared with controlled practice, which
involves learners producing the language previously focused on in a restricted
context.
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Feedback
Contextualisation
Free practice
Controlled practice
semi-controlled practice
Instruction
Personalisation
Teacher talk
ICQs
model
CCQs
Elicitation
8. ………………………….. is a stage in a lesson where learners practise new language
in a limited form. It can be compared to free practice, which involves learners
producing language using the target content freely.
9. …………………………… is putting language items into a meaningful and real
context
rather than being treated as isolated items of language for language
manipulation practice only. Contextualising language tries to give real
communicative value to the language that learners meet. The context can help
learners remember the language and recall it at a later
date. Learners can use natural learning strategies to help them understand
contextualized language, such as guessing meaning from context.
10. …………………………. happens when activities allow students to use language to
express their own ideas, feelings, preferences and opinions. Personalisation is an
important part of the communicative approach, since it involves true
communication, as learners communicate real information about themselves.
11. After practicing the target language in a controlled way, the teacher should
provide different activities in which the students can produce the target
language only at sentence level. This is called …………………………………
12. ……………………… is „that variety of language sometimes used by teachers when
they are in the process of teaching. In trying to communicate with learners,
teachers often simplify their speech‟.
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Engagement, Study, or Activation?
1. The teacher introduces the students with some photos of historical places
in order to teach them some vocabulary.
a. Engage
b. study
c. activate
2. Students are paired in order to do the exercises of Past Perfect.
a. Engage
b. study
c. activate
3. Students watch a video before beginning to read the passage.
a. Engage
b. study
c. activate
4. Students take roles in order to make a new dialogue.
a. Engage
b. study
c. activate
5. The teacher gives instructions in order for students to do the exercises of
listening comprehension.
a. Engage
b. study
c. activate
6. The teacher elicits a piece of the listening comprehension just played and
writes it on the board. The students are to discuss why they agree or
disagree with the sentence.
a. Engage
b. study
c. activate
7. The students are made to write examples for the vocabularies they just
learned.
a. Engage
b. study
c. activate
8. The students are doing the matching exercise in order to get the meaning
of the grammar just taught.
a. Engage
b. study
c. activate
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Improving your students' abilities to both explore, store
and use vocabulary
The general aim is to involve the students in a more autonomous fashion in their
learning, rather than simply having them presented with word lists selected by
the teacher or syllabus.

The role of vocabulary teaching

How can teachers help their learners?

Self-initiated independent learning

Formal practice

Functional practice

Memorizing

Best approach

Practical activities
The role of vocabulary teaching
In the context of learning English as a foreign language, a learner is forced to be
autonomous and independent and make conscious effort to learn vocabulary
outside the classroom simply because the exposure to the target language is
limited in class. So teachers cannot rely on their students 'picking up' lexical
items. This makes explicit vocabulary teaching necessary. However, vocabulary
is notoriously difficult if not impossible to teach because of the complexity of its
linguistic, semantic and psycho-cognitive aspects.
How can teachers help their learners?
First of all, ways of presenting new vocabulary should be varied. In order to
improve the efficiency of vocabulary learning (memorizing and retrieving lexical
items) students should be encouraged to make use of learning strategies that
are at their disposal, and be taught, either implicitly or explicitly, new strategies
for vocabulary learning. According to one research (Pavicic, 1999) strategies can
be divided into four groups
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Self-initiated independent learning
These strategies involve planned, active and motivated learning and exposure to
language outside the classroom (media).
Examples of strategies

Word grouping

Making notes of vocabulary while reading for pleasure/watching TV

Word cards / Leafing through a dictionary

Planning

Recording and listening

Regular revision
In this group cognitive strategies which include direct manipulation of lexical
items are connected to meta-cognitive strategies that make the use of cognitive
ones more effective. The aim is communicative use of vocabulary.
Formal practice
These strategies promote systematic learning and vocabulary practice. The aim
is accurate reproduction and is often connected to the tasks of formal
instruction.
Examples of strategies

Loud repetition

Bilingual dictionary

Testing oneself

Noting new items in class.
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Functional practice
These strategies are based on context as a vocabulary source. They also include
exposure to language, but without making a conscious effort (incidental
learning). They also have a social aspect, i.e. interaction.
Examples of strategies

Remembering words while watching TV/reading

Using known words in different contexts

Looking for definitions

Listening to songs and trying to understand

Using words in conversations

Practice with friends.
Memorizing
This group includes a number of memory strategies based on inter-, intra-lingual
and visual associations.
Examples of strategies

Using pictures, illustrations

Associations with L1 (cognates or key word method)

Looking for similarities between words

Visualisation
Best approach
There are no universally useful strategies and they contribute to vocabulary
learning in different ways. Students use a number of strategies, often
simultaneously. The efficiency of vocabulary learning depends on how students
combine individual strategies. If students combine and employ individual
strategies from different groups they will be more successful in developing the
target language lexicon. Thus, the ideal combination would be that of strategies
from all four groups.
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The teacher should create activities and tasks (to be done both in and outside
class) to help students to build their vocabulary and develop strategies to learn
the vocabulary on their own. Students experiment and evaluate and then decide
which to adopt or reject since strategies are not intended to be prescriptive.
Practical activities
Here is a selection of practical activities that direct learners towards using
strategies of vocabulary learning.
The useful alphabet (self-initiated independent learning)
Each student gets a letter and has to find 5, 10 or 15 words s/he thinks would
be useful for them. They then report to the class, perhaps as a mingle activity,
using word cards (on one side they write the letter, on the other the information
on the word - spelling, pronunciation, definition).
Word bag (formal practice)
This is to get your students to write down new words they hear in class.
At the beginning of the term/course divide students into groups of about 5 and
give each group a number (e.g. 1-6). At the beginning of each class give each
group about 10 cards on which they write the number of their group and the
new words they hear in class. At the end of each class they put their cards into
the "word bag" and every 2 weeks you check whether they still know those
words and which group has the most cards. In the end there are two winners:
the group that has the most cards, and the one that knows more words.
Especially for you (functional practice)
The teacher prepares a list of words. Each student gets one word which is
prepared especially for him or her. The trick is that each student gets a word
whose initial letter is the same as the initial of the student's first name, e.g.
Linda gets listless. Each student must look it up in the dictionary during the class
and after a few minutes report to the class. E.g. "My name is Linda and I'm
listless. That means that I am ... (definition)...". For homework students can do
the same using their surname.
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Word tour (memorizing)
Instructions for your students: 'Think of a town or city you know well. Imagine
that you are organising a sightseeing tour. Think of 5 places you would include
on your tour and write down the order in which the tourists would visit them.
Learn your tour off by heart so that you can picture it in your mind. Whenever
you have 5 new English words to learn, imagine these words are the tourists on
your tour and picture the words in the places on your tour like this. Tour:
Trafalgar Square; Buckingham Palace; Houses of Parliament; Westminster
Abbey; Downing Street. Words to learn: apron; dustpan; vacuum cleaner;
feather duster; broom. Imagine Nelson on his column in Trafalgar Square
wearing an apron, the queen brushing the floor in Buckingham Palace and using
a dustpan...
So the procedure of teaching vocabulary would be like this:
I. Lead-in
II. Presentation
a. Meaning
1. Elicitation
2. CCQs
b. Pronunciation
3. Drilling
4. Individual Drilling
c. Form
5. Boarding
6. Labeling
7. Examples (provided by teacher)
III. Practice
d. Controlled Practice
e. Semi-controlled Practice
IV. Production
f. Free Practice
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Classroom Management
I.
Rapport Management
Building rapport is THE MOST important thing you‟ll ever do in a classroom.
Establishing rapport with students motivates, inspires, and leads to
creativity, learning and enjoyment in the classroom. Job done. Without it, no
matter how good your teaching skills, you‟ll only be a mediocre teacher.
Now, we want you to imagine two teachers. They both did the same WCL
CertTESOL course, both got the same grade, their technical and theoretical
skills are the same, and they both took a job at the same school.
The only difference is that Teacher A doesn‟t care about building rapport
(moron), whereas Teacher B does. Let‟s see what happens.
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Teacher A
Teacher A starts off his first term full of enthusiasm. During his first classes,
he launches straight into the course book, eager to make sure that his
students cover all the material and are able to use it well.
Although quite enthusiastic, he notices that students don‟t really seem that
interested in the topic. Asking students what they think just draws blank
stares most of the time. He thinks that he‟s got a series of tough classes,
unlucky for a first time teacher!
After a few more lessons go by, non-interest turns into mild misbehavior.
Although his classroom management is good, and he has a good behaviour
management system, students take every opportunity they can to test him.
Classes begin to turn into a battle of wills.
Half way into the term, and it‟s all-out war. All but the most obedient
students don‟t listen to what he says, and muck around at every opportunity.
While he‟s trying to encourage students in one corner, misbehaviour erupts
on the other side of the room. Well prepared activities go awry, every time.
The time for an observation rolls around, and Teacher A is flagged as having
quite serious issues with controlling the class.
As the end of term comes around, and parents‟ open day happens, several
parents have real issues with their students‟ performance.
Teacher A is seriously thinking about quitting – he no longer enjoys his work,
he dreads every weekend and has to force himself into the classroom.
Teacher B
Teacher B also starts of his first term very enthusiastically. Instead of
rushing straight in with the course book though, he takes the whole first
lesson to get to know his students. He plays „getting to know you‟ games, he
remembers their names, he talks to them (and they talk to each other) about
what they like doing, he asks why they do and don‟t like learning English,
and so on.
During subsequent lessons, he arrives to class early and talks to students
about non-class stuff. He doesn‟t just sit at the front of the class, he sits next
to students (the good ones to praise them, the weaker ones to help, and the
shyer ones to draw them out).
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Teacher B makes some procedural errors, and isn‟t the best teacher, but
students like him and are forgiving of his mistakes.
He engages mostly in activities that encourage collaboration between
students, rather than competition. More importantly, he‟s able to relate the
topics they learn to the interests he knows they have, rather than just using
the dry, boring course book. Students learn better, and faster, as a result.
Sure, there are some minor infractions, but the behaviour management
system holds up and there are no serious problems. Teacher B praises
student behaviour to one or two parents after each lesson, as he walks back
to the teachers‟ room.
An observation by his academic manager shows that he‟s doing exceptionally
well. When parents‟ open day comes around, parents are all really happy and
there are no issues.
Teacher B decides that he loves teaching, and can‟t wait to sign for another
year.
How to Build Rapport
There is a ton of ways to build rapport, but there‟s just one secret behind all
of them: you have to care.
If students can see that you genuinely care about them, they‟ll respond.
If you try and follow any step-by-step „how to build rapport‟ system, it‟ll
come across as exactly that – mechanical and fake.
Some people use humour in the classroom. Some show students photos of
their families, their home towns. Some arrive to class early just for a chat.
Others do none of that, yet are still able to show they care through their
actions and words during the lesson.
If you genuinely care, trust yourself – you‟ll know how to respond
appropriately.
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Tips That Can Help You Building Rapport

Use humour in the classroom (but sparingly, you‟re not a clown!)

Let students know your background

Pay attention to quieter, shyer students

Use monitoring time in class to sit next to a struggling student (or shyer
brighter student) to connect and / or help them out.

Arrive to class five minutes early and talk to your students about non-class
stuff.

Encourage helpfulness during class

Choose „co-operative‟ activities rather than „competitive‟ activities. Foster a
spirit of collaboration.

Talk to one or two parents after class, and praise any especially good
behaviour that their child has displayed.
Remember, teaching is all about the students. It‟s not about you.
Building rapport gives them motivation, which gets them to learn, which gets
them results. Focus on rapport and motivation and you can pretty much get
out of the way and let them get on with it by themselves.
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II.
The Four Mistaken Goals of Students
Mistaken
Goal
Student’s
Belief
Example of
Student’s
Misbehavior
Teacher’s
Reaction to
Behavior
Student’s Reaction
to Intervention by
Teacher
Attention
Seeking
The student
feels part of
class only
when getting
attention from
the teacher or
other students
Constantly
demands
attention &
Desires to be
teacher’s pet &
Shows off
Annoyance
/Irritation
Stops
momentarily
but then resumes
The student
feels part of
the
class when
controlling the
teacher or
other students
Contradicts
Lies
Has temper
tantrum
Questions
teacher’s
authority or
knowledge
Is aggressive
toward teacher
or classmates
Becomes a
bully
Threatens
teachers or
classmates
Sleeps or
daydreams
through class
Attempts to be
invisible
Professionally
threatened
Continues to
verbally or
physically defy the
teacher
Hurt
Intensifies behavior
Inadequate to
help students
Withdraws further
from teacher or
classmates
Power
Seeking
Revenge
Seeking
Failure
Avoiding
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The student
feels left out of
the social
structure so
strikes out at
classmates or
teacher
The student
feels incapable
of achieving
socially or
academically
and no longer
tries
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III.
The 5 R’s of Logical Consequences
A consequence should be logically connected to the behavior.
The more closely related to the consequence, the more
valuable it is to the student.
Related
A consequence should be equal in proportion and intensity to
Reasonable the misbehavior. The purpose is for students to see the
connection between behavior and consequences, not to make
them suffer.
Respectful
A consequence should be stated and carried out in a way that
preserves a student’s self-esteem. It addresses the behavior,
not the character of the student.
Reliably
Enforced
A consequence should follow misbehavior. Threats without
action are ineffective. Consistency is the key.
Revealed
IV.
1.
2.
3.
4.
5.
6.
A consequence should be revealed (known) in advance for
predictable behavior such as breaking class rules. When
misbehavior that was not predicted occurs, logical
consequences connected to the misbehavior should be
established.
When and How Much L1 Allowed in the Class?
Its existence is simply undeniable.
Teachers shouldn‟t spend a long time talking in the students‟ L1.
In giving instructions for activities, it can be used.
A majority of time spent in the class should be in L2.
It can sometimes help in talking about students‟ problems.
It can establish a rapport and be motivating.
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What is Autonomy?
1. Learner autonomy
is when students take control and responsibility for
their own learning, both in terms of what they learn and how they
learn it.
2. It takes as its starting point the idea that students are capable of selfdirection and are able to develop an independent, proactive approach
to their studies.
3. At the heart of autonomous learning is the student‟s perception of their
own role as a learner.
4. Autonomy involves students having a range of learning strategy which
they are able to apply flexibly in different contexts.
5. Learner
autonomy is "a capacity for detachment, critical reflection,
decision-making, and independent action.
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How to Teach Grammar:
Worksheet 1:
What comes to your mind when you hear the words
grammar and communication?
When I think of grammar, I think of….
When I think of communication, I think of ……
Changing the way we think: Grammar as the fifth skill.
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Worksheet 2
Let‟s consider the three dimensions in teaching the passive voice:
A. How is it formed?
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………
B. What does it mean?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
C. When/why is it used?
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
Two main approaches to teaching grammar: PPP and TTT
The PPP Approach would be like this:
I. Presentation
1. Lead-in
2. Introducing examples of the target language
3. MPF
II. Practice
4. Controlled Practice (FOF)
5. Semi-controlled Practice (FOM)
III. Production
6. Freer
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Reflection:
How would you use the passive voice using the above model?
How would you use the simple present tense using the above model?
The TTT Approach would be like this:
I. Pre-task Warmer
II. Task
1. Planning
2. Report
III. Teach (Language Focus)
4. Post-task Listening/Reading (Introducing the target language)
5. MPF
IV. Task (Practice)
6. Controlled Practice (FOF)
7. Semi-controlled Practice (FOM)
8. Free Practice
Reflection:
How would you use the passive voice using the above model?
How would you use the simple present tense using the above model?
What communicative games would you use to provide free practice?
Here‟s an example:
1. Before class, cut out one set of cards for every two teams and place the
sets in bags or envelopes.
2. On the board, write down a few pairs of items similar to those on the
cards and elicit what the items have in common. Write each pair of items,
model and monitor the language.
3. Divide the class into teams of two or three, pair off teams and hand out
the bags or envelopes.
4. Playing the game:
Every two teams must appoint one player to time the game and keep the
score.
Team A draws a card from the bag or envelope and challenges team B
with “What do ………. and ………. have in common? Team B has some time
to discuss among themselves and produce an answer using the target
language. If it is accepted by everyone in terms of meaning and form,
team B collects the card. Otherwise, team A gets to chance to find a good
answer and collects the card themselves. Teams take turns proceeding in
this way until all the cards have been used. The team with the largest
number of cards wins the game.
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Worksheet 3
Steps to teaching grammar
1. The teacher uses smart board, pictures, home-made materials, etc. to build
up a
context that will generate examples of the TL. (pre-task)
2. The teacher elicits the grammatical point by an example sentence or context.
3. The teacher uses CCQs to check the meaning of the TL.
4. The teacher drills the grammatical points. (Try to make them repeat the
context not word).
5. The teacher writes down some of the examples (better to use learners‟
example)
and asks them to discover the form.
6. The learners do the controlled practice of the book to reinforce the TL.
7. The teacher provides the learners with an activity in which the learners are
supposed to use the TL only at the sentence level (Semi-controlled practice).
8. The T uses the theme of the lesson to set a meaningful and real life context
which triggers the use of TL beyond the sentence level (Freer-practice).
Worksheet 4
Look at underlined grammar structures. Which of the two key concepts
is the more important one to focus on when checking the meaning of the
structure? Tick the most important concept.
1) I have bought a new laptop. (Present Perfect)
a) the agent is important b) the relationship between two time periods
2) You must be John. (Modal)
a) obligation
b) deduction
3) I'm visiting my doctor after dinner. (Present Progressive)
a) future arrangement
b) intention
5) The CD was recorded in Vienna. (Passive)
a) the agent of the action
b) intention
6) If I hadn’t bought a house, I would have gone abroad. (Third
conditional)
a) possibility
b) hypotheticality
Worksheet 5
Make as many CCQs as you can for each underlined grammar structure.
1) I love football matches.
……………………………………………………………..……………………………………
…………………………………………..………………………………………………………
2) He is always interrupting me.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
3) Would you like a drink?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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How to Teach Writing
The Early Stages:
In the early stages, teaching the mechanics of writing assumes great importance
and follows three goals: 1) to enhance letter recognition, 2) to practice soundspelling correspondences, 3) to help the learner move from letters and words to
larger units of discourse.
There are three major types of recognition tasks at this stage: 1) matching
tasks; 2) writing tasks, and 3) meaningful sound-spelling correspondence
practice.
I.
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Matching tasks:
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II.
Writing tasks:
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III.
Meaningful sound-spelling correspondence practice
More advanced writing tasks:
Three types of writing task serve as the framework for communicative writing
activities: practical writing tasks, emotive writing tasks and school-oriented
tasks.
Worksheet 1: WE NEED TO DEVELOP A SET OF SPECIFICATIONS.
What do you think should be included under each of the following
rubrics?
1. The task description:
2. The content description:
3. The audience description:
4. Format cues:
5. Linguistic cues:
6. Spelling and pronunciation cues:
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
Practical writing tasks:
e.g., Things to do lists:
1. Buy a present for Donna (Sharon).
2. Call Donna‟s friends (Gail).
3. Write invitations (Dan).
Hands-on activity:
Think of a things-completed list that you can ask
students to do as a writing task. What would it look like?
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………


Emotive writing tasks:
Personal writing including letters to friends and narratives describing
personal experiences.
School-oriented tasks: Dialogue journals.
Provides the opportunity to give feedback to the students.
Steps to Teaching Writing
1) The teacher introduces the topic and gets the students interested through
showing some pictures, discussing some key issues, etc.
2) The teacher teaches the input (lexis, receptive skills) using the steps of
teaching discussed in TTC.
3) The teacher draws Ss' attention to the model. They focus on content,
message, organization, grammar, phrases, etc.
4) The teacher uses the board to collect as many ideas as possible or puts
Students in groups to speak and takes notes.
5) The students use their notes to start organizing a possible shape for the text
and write their first draft in the class.
6) The teacher gives feedback on the outline of the text in the classroom.
7) The students write the final draft at home using the teacher's comments.
8) The teacher gives feedback on the content, message, organization and the
language of the text.
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Two Main approaches to Writing:
Product-writing vs. Process writing
What do you think the points of departure between these two types of writing
are?
Which one should be encouraged more in ESL classes?
Looking back at all the writing experiences you have had, would you categorize
them mostly as product or process writing type?
How would you walk the students through a writing task if you were processoriented?
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Teaching Speaking
In order for a proper speaking activity, the teacher is to build speaking habits.
To do so, there are a good number of methods to activate students so they may
practice and improve their oral production. Some of these activities are as
follows:

Game-like Activities
Through which students may produce the language freely as their main
focus is on the game

Interviews
It can be applied for both specific
communicative speaking activities.
language
items
and
more

Turning on the inner voice
When there is not going to be enough time for everyone to talk, through
using inner voice the teacher can keep everyone active through
encouraging them to think about what they are going to say.

Discussions
On the condition that proper atmosphere is prepared, a discussion activity
can be a great encouragement for the students to speak.

Reaching Consensus
Such activities work well since students are to talk so they may reach a
final decision.

Oral Presentation
Though giving preparation time to the presenter and assigning tasks to
other students we can expect a practical activity.
For adding fun to these types of activities, we need spices. What comes below is
a number of these spices:
Dictating tasks, Simulation, Role-play, Buzz Groups, Prompt Cards, Role-Cards,
Pyramid Discussions, Storytelling, Poster Presentation, etc.
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Activities:
1. Dice play
Let‟s see if you are lucky.
Throw the dice and see if you can give the class a sentence about the
word the matches.
2. Hot seat
Let‟s see how would treat students‟ silence in a classroom discussion.
3. Think of something you would do if you were a Certified Westminster
College Teacher?
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4. Match each activity with a purpose and discuss your answer with
disagreeing classmates.
To start discussions promptly
Buzz Discussions
To try supporting ideas
Prompt Cards
To hold a ground
Enemy Corners
5. Bad teacher issue. What should be done to solve the problem? Pick an
option and convince the class.
Option 1. Do nothing.
Option 2. Show your disapproval in your face.
Option 3. talk to the teacher and ask him to stop.
Option 4. Talk to the school manager.
Option 5. ask other students to take action.
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Error Treatment
Error treatment refers to the way teachers respond to learners' linguistic errors
made in the course of learning a second language.
There are three different aspects to Error Treatment:



Who corrects?
What to corrected?
When to correct?
Types of Mistake:
Slip
Slip is a sort of error in which although the speaker knows the correct answer
properly, their tongue slips and an error occurs.
Attempt
When things are not taught since that content does not match the level, yet
learner tries to produce the language, errors may happen which are called
attempts.
Error
Things are taught yet learners make mistakes applying them.
Global errors Vs. Local errors
Global errors are errors that affect overall sentence organization and they
significantly hinder communication. Such errors include wrong order, Missing,
wrong or misplaced sentence connectors and missing cues to signal obligatory
exceptions to pervasive syntactic rules; however, Local errors are those that
effect single elements (constituent in a sentence, and do not usually hinder
communication significantly. These include error in noun and verb inflections,
articles, auxiliaries etc.
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
Do we correct any error?

What is the importance of Fluency and Accuracy in Error Treatment?

Does peer check have side effects?

Is it a good idea to ask students how they like to be corrected?

How does psychology affect Error Treatment?
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Worksheet 1:
Please fill in the table and then compare your answers with a partner‟s.
Note: More than one answer may be possible.
Level
Beginner
Beginner
Intermediate
Mistake
I did not
can
I speak no
my father
yes but no
me.
She have
killed the
insect.
Intermediate “She” is
used
instead of
“he”
I would
UpperIntermediate have
maked a
mistake.
I would
UpperIntermediate have
maked a
mistake.
Advanced
Advanced
30
While (I
was) talking
on the
phone, my
mom asked
me to hang
up.
While (I
was) talking
on the
phone, my
mom asked
me to hang
up.
Situ
Verdict
Treatment
Purpose of
the
treatment
*simple present is
recently taught.
Simple past is taught
the very day.
*Present perfect is not
taught yet.
*In the middle of a
discussion, the mistake
takes place.
*Talking about a
classmate‟s reason of
absence
*Conditional type 2
and 3 are both taught
before.
*The student repeats
making mistakes with
the past participle.
*Conditional types 2
and 3 are both taught
that very day.
*The student is using
them with a
considerable number
of flows.
*The student does not
know of dangling
structures.
*The student is taught
adverb clauses some 7
sessions ago.
Westminster College London TESOL 150 hrs
Worksheet 2:
Change any variable you wish except the mistake so the treatment may vary.
Then write the new proper treatment.
Mistake
1
New
variable
New Treatment
I did not can
2 I speak no my father yes but no
me.
3
She have killed the insect.
4
5
6
“She” is used instead of “he”
I would have maked a mistake.
I would have maked a mistake.
7 While (I was) talking on the
phone, my mom asked me to
hang up.
8 While (I was) talking on the
phone, my mom asked me to
hang up.
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Teaching Reading
Different Types of Reading:
•
Intensive Reading
•
Extensive Reading
Reading Processes:
•
Bottom-up
•
Top-down
The Format of a Good Reading Lesson
What to do before students read a text:
It helps if we give the students a chance to think what they are going to read, so
we give them the prediction activities. (Warm Up)
Different Types of Warm-up:
a. We can tell students what the topic is and ask them what they will find in
it.
b. We can ask them to read some questions about the text before they read
it and guess the answers.
c. Draw a chart containing Things I know, Things I think I know, Things I
would like to know
d. We can show them the picture which accompany the text and get them to
guess what will be in the text.
e. We can give the students words or phrases from the text and ask them to
guess what the text is about.
f. We can project the first paragraph and ask them to guess what the text is
about.
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Reading Activities
I.
The students read the text and then tell each other if they liked it and
why.
II.
The text is presented as a READING PUZZLE.
I.
We cut it up and give the students the different paragraphs in
random order. They have to work out how to put the text back into
the correct order.
III.
For JIGSAW READING we can divide the students onto groups and
create an information gap. Each student has a text which tells part of a
story or contains part of the information they need. They cannot show
each other what is in their text. They have to ask each other what is in
their text in order to tell the whole story.
IV.
Dictogloss
V.
Story
VI.
We can set a time limit for reading tasks and stress that the students
should use the appropriate SUB-SKILL to get what they need from the
text in the time they have.
Responding to a text



More comprehension:

We can get them to look for details using WH-QUESTIONS.

We can ask them to find sentences in the text which either confirm
or contradict different statements that we give them.
Follow-up tasks:

Students discuss any issues that were in the text.

Students same the story from different points of view.

Students can ROLEPLAY a situation leading from the text.

Students can rewrite the content of a text as a dialogue, a
newspaper report, etc.

We can MINE the text.
Vocabulary:

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I explain only 5 words
Westminster College London TESOL 150 hrs
By developing their ability to listen well we develop our students'
ability to become more independent learners, as by hearing
accurately they are much more likely to be able to reproduce
accurately, refine their understanding of grammar and develop
their own vocabulary.

The basic framework

Pre-listening

While listening

Post-listening

Applying the framework to a song

Some conclusions
The basic framework
The basic framework on which you can construct a listening lesson can be
divided into three main stages.

Pre-listening, during which we help our students prepare to listen.

While listening, during which we help to focus their attention on the listening
text and guide the development of their understanding of it.

Post-listening, during which we help our students integrate what they have
learnt from the text into their existing knowledge.
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Pre-listening
There are certain goals that should be achieved before students attempt to listen
to any text. These are motivation, contextualisation, and preparation.

Motivation
It is enormously important that before listening students are motivated to listen,
so you should try to select a text that they will find interesting and then design
tasks that will arouse your students' interest and curiosity.

Contextualisation
When we listen in our everyday lives we hear language within its natural
environment, and that environment gives us a huge amount of information
about the linguistic content we are likely to hear. Listening to a tape recording in
a classroom is a very unnatural process. The text has been taken from its
original environment and we need to design tasks that will help students to
contextualise the listening and access their existing knowledge and expectations
to help them understand the text.

Preparation
To do the task we set students while they listen there could be specific
vocabulary or expressions that students will need. It's vital that we cover this
before they start to listen as we want the challenge within the lesson to be an
act of listening not of understanding what they have to do.
While listening
When we listen to something in our everyday lives we do so for a reason.
Students too need a reason to listen that will focus their attention. For our
students to really develop their listening skills they will need to listen a number
of times - three or four usually works quite well - as I've found that the first time
many students listen to a text they are nervous and have to tune in to accents
and the speed at which the people are speaking.
Ideally the listening tasks we design for them should guide them through the
text and should be graded so that the first listening task they do is quite easy
and helps them to get a general understanding of the text. Sometimes a single
question at this stage will be enough, not putting the students under too much
pressure.
The second task for the second time students listen should demand a greater
and more detailed understanding of the text. Make sure though that the task
doesn't demand too much of a response. Writing long responses as they listen
can be very demanding and is a separate skill in itself, so keep the tasks to
single words, ticking or some sort of graphical response.
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The third listening task could just be a matter of checking their own answers
from the second task or could lead students towards some more subtle
interpretations of the text.
Listening to a foreign language is a very intensive and demanding activity and
for this reason I think it's very important that students should have 'breathing'
or 'thinking' space between listenings. I usually get my students to compare
their answers between listenings as this gives them the chance not only to have
a break from the listening, but also to check their understanding with a peer and
so reconsider before listening again.
Post-listening
There are two common forms that post-listening tasks can take. These are
reactions to the content of the text, and analysis of the linguistic features used
to express the content.

Analysis of language

The second of these two post-listening task types involves focusing students on
linguistic features of the text. This is important in terms of developing their
knowledge of language, but less so in terms of developing students' listening
skills. It could take the form of an analysis of verb forms from a script of the
listening text or vocabulary or collocation work. This is a good time to do form
focused work as the students have already developed an understanding of the
text and so will find dealing with the forms that express those meanings much
easier.

Reaction to the content
Of these two I find that tasks that focus students reaction to the content are
most important. Again this is something that we naturally do in our everyday
lives. Because we listen for a reason, there is generally a following reaction. This
could be discussion as a response to what we've heard - do they agree or
disagree or even believe what they have heard? - or it could be some kind of
reuse of the information they have heard.
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Listening skills are hard to develop. Students can do a
variety of work before listening to help them
understand.

Why do pre-listening tasks?

Aims and types of pre-listening tasks
Why do pre-listening tasks?
In real life it is unusual for people to listen to something without having some
idea of what they are going to hear. When listening to a radio phone-in show,
they will probably know which topic is being discussed. When listening to an
interview with a famous person, they probably know something about that
person already. A waiter knows the menu from which the diner is choosing their
food.
In our first language we rarely have trouble understanding listening. But, in a
second language, it is one of the harder skills to develop - dealing at speed with
unfamiliar sounds, words and structures. This is even more difficult if we do not
know the topic under discussion, or who is speaking to whom.
So, simply asking the students to listen to something and answer some
questions is a little unfair, and makes developing listening skills much harder.
Many students are fearful of listening, and can be disheartened when they listen
to something but feel they understand very little. It is also harder to concentrate
on listening if you have little interest in a topic or situation.
Pre-listening tasks aim to deal with all of these issues: to generate interest, build
confidence and to facilitate comprehension.
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Aims and types of pre-listening tasks

Setting the context
This is perhaps the most important thing to do - even most exams give an idea
about who is speaking, where and why. In normal life we normally have some
idea of the context of something we are listening to.

Generating interest
Motivating our students is a key task for us. If they are to do a listening about
sports, looking at some dramatic pictures of sports players or events will raise
their interest or remind them of why they (hopefully) like sports. Personalisation
activities are very important here. A pair-work discussion about the sports they
play or watch, and why, will bring them into the topic, and make them more
willing to listen.

Activating current knowledge - what do you know about…?
'You are going to listen to an ecological campaigner talk about the destruction of
the rainforest'. This sets the context, but if you go straight in to the listening,
the students have had no time to transfer or activate their knowledge (which
may have been learnt in their first language) in the second language. What do
they know about rainforests? - Where are they? What are they? What problems
do they face? Why are they important? What might an ecological campaigner
do? What organisations campaign for ecological issues?

Acquiring knowledge
Students may have limited general knowledge about a topic. Providing
knowledge input will build their confidence for dealing with a listening. This could
be done by giving a related text to read, or, a little more fun, a quiz.

Activating vocabulary / language
Just as activating topic knowledge is important, so is activating the language
that may be used in the listening. Knowledge-based activities can serve this
purpose, but there are other things that can be done. If students are going to
listen to a dialogue between a parent and a teenager who wants to stay
overnight at a friend's, why not get your students to role play the situation
before listening. They can brainstorm language beforehand, and then perform
the scene. By having the time to think about the language needs of a situation,
they will be excellently prepared to cope with the listening.
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
Predicting content
Once we know the context for something, we are able to predict possible
content. Try giving students a choice of things that they may or may not expect
to hear, and ask them to choose those they think will be mentioned.

Pre-learning vocabulary
When we listen in our first language we can usually concentrate on the overall
meaning because we know the meaning of the vocabulary. For students, large
numbers of unknown words will often hinder listening, and certainly lower
confidence. Select some vocabulary for the students to study before listening,
perhaps matching words to definitions, followed by a simple practice activity
such as filling the gaps in sentences.

Checking / understanding the listening tasks
By giving your students plenty of time to read and understand the main listening
comprehension tasks, you allow them to get some idea of the content of the
listening. They may even try to predict answers before listening.
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Applying the framework to a song
Here is an example of how you could use this framework to exploit a song:
Pre-listening

Students brainstorm kinds of songs

Students describe one of their favourite songs and what they like about it

Students predict some word or expressions that might be in a love song
While listening

Students listen and decide if the song is happy or sad

Students listen again and order the lines or verses of the song

Students listen again to check their answers or read a summary of the song with
errors in and correct them.
Post-listening

Focus on content

Discuss what they liked / didn't like about the song

Decide whether they would buy it / who they would buy it for

Write a review of the song for a newspaper or website

Write another verse for the song

Focus on form

Students look at the lyrics from the song and identify the verb forms

Students find new words in the song and find out what they mean

Students make notes of common collocations within the song
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Lesson Planning
Trainee’s name:
Date:
Course:
Duration:
Subject/Unit:
Level:
Aims of lesson:
Lesson objectives: Students will be able to…
Assumed prior knowledge:
Resources:
Assessment (how learning will be recognised)
Differentiation (addressing all learners’ needs)
Anticipated problems
Possible solutions
1.
2.
3.
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Time
42
Stage
Aim
Interaction
Procedure
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