Finger correction - 4
Peer correction - 9
Delayed correction - 1
Reformulation - 5
Echo correction - 2
Immediate correction - 7
Self correction - 3
Timeline - 6
Correction code - 8
1
|
In fluency activities, teachers may decide not to correct learners at the time that the mistake is made, but may prefer to leave the correction till later in the lesson.
|
C
|
2
|
A method used when students make a mistake and the teacher repeats the mistake with rising intonation, encouraging students to correct themselves, e.g.
Student: He don’t like it. Teacher: Don’t? Student: He doesn’t like it.
|
E
|
3
|
When students are able to correct language mistakes they have made, perhaps with some help from the teacher.
|
G
|
4
|
This is a way of drawing attention to where a learner has made a mistake. The teacher counts out the words a student has said on her fingers. The fingers represent words and the teacher can show clearly in which word (finger) the mistake was made. A teacher may use her fingers to show that a mistake has been made with word or sentence stress, word order, grammar, pronunciation, etc.
|
A
|
5
|
A method used when a teacher corrects what a student has said by repeating the sentence correctly, but without drawing the students’ attention to their mistake. This is usually the way parents ‘correct’ their young children’s language mistakes.
|
D
|
6
|
A diagram that shows learners the relationship between tense and time. It is often used in language teaching to correct learners when they use tenses wrongly.
|
H
|
7
|
When a teacher corrects the error as soon as it is made. This is usually in activities where the focus is on accuracy.
|
F
|
8
|
A series of symbols a teacher may use to mark students’ writing, so that they can correct mistakes by themselves, e.g. P = punctuation mistake, T = tense mistake.
|
I
|
9
|
This is when teachers ask learners to correct each other, rather than correcting them herself.
|
B
|
For this section, your placement / workplace supervisor must provide a witness statement outlining how you have met the criteria 1.3, 2.4, 3.4
T he statement below must be written by the supervisor themselves (you can not provide a reflective account) and the declaration at the bottom completed in full.
Description of Activity Undertaken:
|
I like the exercise "Pass the narrative" that was utilized for the listening lesson throughout the program's creation stage. It was a simple yet effective practice for improving listening skills, motivating children, and encouraging them to utilize their creativity. Abdushohid Pozilov expertly directed students through the assignment. The class was separated into two groups by the teacher. Each group forms a circle. The teacher placed a nut in the center of one group and a coin in the other. The teacher provided each group a handout with a portion of the narrative that they were to continue and connect with a coin or nut to their stories. Groups enjoyed listening to one another. It was quite amusing.
|
Unit, learning outcome(s), and assessment criteria covered:
|
1.3 Demonstrate the presentation of a structure
2.4 Demonstrate the ability to switch vocabulary and complexity of instruction based on previously identified skill level
3.4 Demonstrate correction techniques, including:
− verbal and non-verbal
− finger correction
− self-correction
− peer correction
− teacher correction
|
W ritten comments:
How did the activity meet the requirements of the learning outcomes assessment criteria?
|
Abdushohid Pozilov made good use of his time. He is capable of managing the class effectively. Abdushohid Pozilov is capable of maintaining discipline and control. He respects pupils' own cultures as well as their gender. After speaking, the teacher corrects pupils' shortcomings and recommends strategies for them to improve. He is capable of involving all students at the same time.
This practice assisted kids in developing their listening skills, learning language from peers, and correcting peers, which allows them to learn more.
As a result of the overall impression of teaching efficacy, the lesson is carried out effectively. Students learned a great deal. Abdushohid Pozilov created a positive learning atmosphere by maintaining eye contact with students, using a clear voice, rising and low intonation, powerful projection, and standard English.
|
Witness Name: Shayzakov Gulom
|
Witness signature: Shayzakov Gulom
|
Witness Job Title: teacher
|
Date:24.03. 2022.
|
Bibliography:
Do'stlaringiz bilan baham: |
