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Focusing on Language, Make flow of time visible - Coggle Diagram
Focusing on Language
Errors and correction
Elements of errors
Humans learn by trial and error
Errors show that progress is made
Students are...
Experimenting with the language
Taking risks
Trying out ideas
Attempting to communicate
Errors clarify what level a student has reached
Five decisions when working with errors
What kind of error
Grammar?
Pronunciation?
Lexis?
Whether to deal with it or not
Is the focus accuracy?
Is the focus on fluency?
When to deal with it
Inmediately
At the end of an activity
At the end of the lesson
Never
Who does the correction
Another student?
The teacher?
Self-correction?
Which technique is used to signal that an error occurred
Fingers technique
The "chain"
State there's an error
Facial expressions
Specific gestures
Ask a question
Write wrong sentence and invite discussion
Testing
Kinds of tests
Proficiency test
General level of English
Progress test
A student's progress in a course so far
What is tested?
Language skills
Reading
Writing
Speaking
Listening
Language systems
Grammar
Lexis
Most frequently tested
Phonology
Funcion
Elements of a good test
Seem fair and appropriate to students
Not too hard to mark
Clear results for the purpose it was set for
Question types in traditional tests
Discrete item tasks
Test specific language points
Examples
Gap-fill
Singles sentence
Cloze
Multiple choice
Sentence transformation
Sentence construction and reconstruction
Two option answers
Matching
Pictures
Words
Sentence pieces
Labels
Integrative tasks
Several skills tested in one question
Assessing speaking
Prepare a criteria
Use criteria to assess larger groups of students
Speaking tasks resemble class tasks
Allow students to self asses using criteria
Ways of marking tests
Objectively
Only one possible answer
Subjectively
Marking depends on marker's decisions
"Can do" criteria Statements
Using the learners' first language
Reasons students use their first language
Easier for them
Teacher constantly corrects their English
Fear of making mistakes in public
The teacher only pretends not understanding their L1
Hard to explain ideas in English
Just because
Using English in class
Threats and prizes have limited success
Ideal scenario
Students are free to use their L1
Students have that freedom but mostly CHOOSE to use English
Ideas to achieve this
Surround students with English listening materials
Respond positively to every effort of English usage
Put English language posters
Only "hear" English
Spend a lot of time on fluency activities
Activities that use L1
Compare different translations of a English sentence to L1
Read text and summarize orally in L1
Identify differences in pronunciation between English and L1
Mediation
English whispers
Diplomatic affairs
Diplomatic incident
Translation roleplays
Cuisenaire rods
Charcteristics
No thing as a "right" methodology to use them
Used as deemed appropriate
A useful visual aid that can represent almost anything
Objects
People
Words
Phonemes
Abstract ideas
Language needs to be extracted from the things they represent
Ask questions
Elicit ideas
Purposes for use
Clarification
Highlight word or sentence stress
Show correct word order
Focus on grammar and restrict lexis
Making meaning tangible
Contextualizing
Dictionaries
Printed
Heavy and cumbersome
Students do not like to haul them since they are used very little in class
Digital
Used to be unrelaible
More helpful and time efficient than printed versions
Easy to access
Monolingual
More "fine tuned" for productive challenges
Bilingual
Hard to figure out which provided translation is correct
In terms of grammar it mainly focuses on part of speech
No examples of use of words
No mention of common collocations
Mostly used at lower levels
Dictionary training
Dictionary skills
Know alphabetic order
Know phonemic script
Key skills
Practice activity ideas
Order
Sounds to spelling
Same sounds
Guessing spelling
Which word?
Anagrams
Where's the stress?
Dictionary race
Finding word stress
Check correct spelling of words
Interpret definitions
Find different meanings of a word
Find words whose meaning is the one you need
Long-term work
Upgrading
Students "upgrade" their writing with better words
Alongside reading
Look up words from a text that will contribute to better understanding
Explore
Expand knowledge of the use of familiar vocabulary
Timelines
Tool for clarifying "time" of verb tenses
Tenses can be shown different ways
How they are drawn depend on SS comprehension
Some students are enlightened
Others are as confused as before
Personalize them
Students can also draw them
Questions about the graph need to be asked
Visual aid
Could be an oversimplification
Make flow of time visible
Contrasts tenses
Compares tenses