Lesson №15 Types of Correction code

2. Create your own heading.

As soon as you have skimmed through the paragraph, think of your own heading or short sentence that summarises what you have read. Your heading should encompass the main idea, and not just specific details.

3. Read each individual heading.

For a complete understanding of the meaning, read the headings thoroughly. This time, try to choose a heading that is closely related to the heading that you made up for the same paragraph. Again, make note of multiple options that may fit the paragraph, and move on. As you read more paragraphs, you may be able to eliminate options. Mark key words that note similarities and differences as this will aid in eliminating headings with similar meanings.

Handout 1https://www.cambridgeenglish.org/images/168898-tkt-module-3-correcting-learners.pdf

Teacher A  ‘I never let my students make mistakes. If they say anything wrong, I stop them and make them say it correctly. I don’t want them to learn bad English.’

Teacher B  ‘I correct students sometimes, but not all the time. If we’re practising a particular language point, then I insist that they say it correctly. But if we’re doing a freer activity then I try not to correct students too much.’

Teacher C  ‘I try to correct students as little as possible. I want my students to express themselves in English without worrying too much about making mistakes.’