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Category Archives: MODULE 3

Unit 33: Giving Feedback

Feedback is giving information to someone about their learning and/or showing them that you have understood (or not) what they have said. In the classroom, teachers can give feedback to learners, and learners can give feedback to teachers or learners can also give feedback to their classmates.

When teachers give feedback to learners, they give them information about their learning. Teacher feedback can focus on learners’ language or skills, the ideas in their work, their behaviour, their attitude to learning or their progress. The written or oral feedback should include guidance on how learners can improve their work.

Now let’s see some example of teacher feedback to learners.


TEACHER FEEDBACK

 
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Posted by on 28/06/2012 in UNIT 33

 

Unit 32: Correcting learners

We correct learners sometimes when they have made a mistake and we want to show them that something is wrong. There is a range of correction strategies and techniques we can use to indicate (show) that there is a mistake, and the ones we choose depend on a number of different factors, for example the aim of the activity, the age of the learners and the language level of the learners.

Keep on mid that over-correction can result in learners not wanting to say anything in class because they are afraid of making mistakes.

Let’s see some strategies and techniques to correct learners’ mistakes in class.

In the exercise below you will find the next vocabulary:

FINGER CORRECTION GESTURES/FACIAL EXPRESIONS ECHO CORRECTING
IDENTIFYING DELAYED CORRECTION IGNORING ERRORS
REFORMULATING RECASTING GIVING THE RULE AND
EXAMPLE OR DEFINITION
SELF-CORRECTION CORRECTION CODE

CORRECTING LEARNERS’ MISTAKES

 
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Posted by on 28/06/2012 in UNIT 32

 

Unit 31: Grouping learners

There are different ways in which we can organise our learners in the classroom. For example, learners can work on their own, as a whole class, in pairs, in teams, in groups. Organising learners into different working patterns is what we mean by “grouping learners”.

There are many Interaction Patterns:

*T=teacher, *S=student , *Ss=students,* (-) = with

  • Whole class (T-Ss/ Ss-T)
  • open pairs (S-S)
  • closed pairs (S-S)
  • mingles (Ss-Ss)
  • groups (Ss-Ss)
  • teams (Ss-Ss)
  • individuals (S-S-S or just the: S)
Whole class activities enable students to practise the language at the same time, these are good for increasing confidence, especially amongst shy or weaker learners.

Individual activities give students a chance to work at their own pace and to focus and organise their thoughts.

Pair and group activities provide students with opportunities for developing longer turns and fluency through interaction.

Let’s see some of the reasons while using Interaction Patterns.

In the exercise below you will find the next vocabulary:

INTERACTION PATTERNS WHOLE CLASS OPEN PAIRS
CLOSED PAIRS MINGLES BRAINSTORMING
BINGO GAME READING AND FILLING IN A CHART CLASS SURVEY


INTERACTION PATTERNS

 
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Posted by on 28/06/2012 in UNIT 31

 

Unit 30: Teacher roles

Teachers needs to behave in different ways at different stages of a lesson to manage the classroom and to successfully guide learners through the lesson. These different ways of behaving in and managing the class are called teacher roles. Teachers adopt (use) a number of different roles in every lesson. Teacher roles vary depending on the teaching approach (way of teaching) used and on the teachers’ and learners’ preferred learning styles and learning needs.

Let’s find out the teacher roles during a lesson.

In the exercise below you will find the next vocabulary:

Planner Manager Monitor / Observer Facilitator Diagnostician
Language resource Assesor Rapport builder Teacher role Active role
Passive role Supportive Unsupportive


VOCABULARY


TEACHER ROLES

 
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Posted by on 28/06/2012 in UNIT 30

 

Unit 29: Categorising learners’ mistakes.

We can categorise learners’ mistakes in accuracy and appropriacy in a number of different ways. We can refer, for example, to what is missing from a word, sentence or utterance, what is wrongly used, what is unnecessary and what is inappropriate.

In the next exercise we will have to find out the learners’ mistakes and the areas in which they have to work.

 In the exercise below you will find the next vocabulary:

PRONUNCIATION VERB FORM SUBJECT-VERB
ARTICLE ADJECTIVE SPELLING
PREFIX INTESIFIER ACCURACY

CATEGORISING LEARNERS’ MISTAKES

 
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Posted by on 28/06/2012 in UNIT 29

 

Unit 28: Identifying the functions of learners language.

The functions of learners’ language are the purposes for which learners use language in the classroom. These purposes include taking part in tasks and activities, interacting with the teacher and with each other. Learners make use of a wide range of language functions as they take part in different aspects of a lesson, for example:

  • greeting
  • explaining
  • suggesting
  • checking instructions
  • negotiating
  • agreeing
  • disagreeing
  • prompting

Let’s see some of them in the next exercise:


LEARNERS’ LANGUAGE AND FUNCTIONS.

 
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Posted by on 28/06/2012 in UNIT 28

 

UNIT 27: Teachers´and learners’ language in the classroom.

Classroom functions are the purposes for which we use language in the classroom. These functions are many and varied, for example explaining and instructing. for each classroom function there are different exponents we can use. The choice of exponents depends on the learning context and purposes, the learners’ needs, their age and the level. When we choose language that is right for the situation and our audience, we say that we use language appropriately.

In the exercises below you will find the next vocabulary:

Discourse Exponent Getting learners´attention Instructing Modeling
Encouraging Nominating Prompting Utterances Swap
Set a question Stimulate discussion Report back

VOCABULARY

LANGUAGE IN CLASSROOM.

 
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Posted by on 28/06/2012 in UNIT 27