Teaching lexics to the pupils of level a 2

2.2. Ways to correct mistakes in teaching student pronunciation.
Collect errors later. You can then correct them in that class (by using a game like Grammar Auction or just making corrections from class) or in a future class (for example, by using dictation pair worksheets writing mistakes or similar methods). can be used in one class).
1. Collect errors later
You can then correct them in the same class (by using a game or classroom corrections such as Grammar Auction) or in a future class (eg using dictation pair worksheets writing mistakes or techniques that can be used in that lesson). same class). Be sure to use positive reinforcement, for example, "Someone said that sentence, and that's great."
Useful language:
"Here are some of the things people have said in recent activities"
"I've heard a few people say that"
“Can someone correct this sentence? It has one word missing/ One word is missing/ You need to add one word”
"The words are in the wrong order. You need to change the words around / change the word order / mix up the words"
"This is a common mistake for students..."
"Don't worry, even native speakers make this mistake sometimes/ every nation makes this mistake"
"This mistake is what we learned last week"
2. Facial expression
For example, raise your eyebrows, tilt your head to one side, or make a slight frown. Most people do this naturally, but there is a chance that the teacher's expression is too critical or too subtle for your students to understand, and you (fun) practice facial expressions from participants interacting with a typical classroom in a (fun) educational workshop. you can do messages (" go there to work with this person", "work in pairs", etc.) using only heads and faces, including feedback on verbal errors in this list.¹⁵
3. Body language
The problem with using body language to indicate mistakes is that it can also be taken as too harsh a criticism or too vague. Possibilities include the use of the hands (arms side to side to mean "try this"; index finger making a circle to mean "one more time" or fingers, open palms or even crossing the wrists. indicate a very clear "no" or "wrong" meaning - perhaps only suitable for a team game where responsibility is shared, etc.), head (tilted to one side to convey "I'm not sure if that's right") or shoulders (tilted to reinforce "I don't understand what you're saying"). Again, it could be useful to practice this in a training workshop, as other body language teachers could use after observing.
4. Point to the correct language
If you have something on the board, textbook or poster in the correct form that can be easily communicated, simply pointing to it can be a subtle but clear way of encouraging students to use correct language. possible What you show can be the name of the tense or word form they are using, a verb form chart or the actual correct verb form, a grammar explanation or 'future', 'predictive' or other grammar tips . "polite".
Useful language:
"Look at your books/board"
"The correct version is somewhere on this chart/poster/table"
“You copied this earlier. Look at your notebooks”
5. Repeat what they say
This may mean repeating the whole sentence, part of it, including the incorrect part, the sentence up to the incorrect part, the sentence with the incorrect part omitted (perhaps a fill-in 'with a noisy noise to indicate a gap) or simply. wrong part. You can show them that you're showing an error and use a questioning tone to indicate which bit is wrong (for everything you said, or just the wrong part). This technique is overused by some teachers and patronizing if used too often or in the wrong tone of voice, so try mixing the different versions described here with the techniques described in other tips try replacing it with .
Useful language:
"Has this man gone to the shops?"
"Has the man gone?"
"GOED?"
6. Say only the correct version
Students can then repeat the correct version or say what the difference is between the two sentences and why their version is incorrect. Since students don't do much with this correction method, it may not be a good way to remember correction, as are the methods that give you more specific clues. Its advantages are that it is fast and appropriate for cultures, classrooms, and students who think it is teacher-driven. It can also be more face-saving than asking them to self-correct, since trying to correct themselves risks making even more mistakes. "Correct version" can mean correcting the whole sentence or the part that is incorrect. In the second case, you can ask them to put the sentence in the right place and repeat everything.¹⁶
Useful language:
"I understand what you're saying, but you have to say..."
"We studied this last week. The word 'difficult' has a different meaning than 'difficult', so you have to say…?"
“The past tense is pronounced /sed/. So your verdict should be…?”
7. Tell them how many mistakes there are
This method is only suitable for supervised speaking practice, but it can be a very simple way to express yourself in this situation. Examples: "Most of the comparisons were correct, but you got two wrong" and "Three words are in the wrong position / mixed up in the sentence." Make sure you only use this method when your readers can remember what you mean without much questioning.
Other useful language:
"Very good, but you only made one mistake with the passive"
(To twist the tongue) “Nice try/ Improvement, but in two places you said where the /sh/ should have been. Can you guess which words? "
8. Use grammatical terminology to identify the error
For example, "(You used) the wrong tense", "Not Present Perfect", "You need an adverb, not an adjective", or "Can you change this to passive/indirect speech?" This method is probably overused and you need to make sure that the grammatical terminology doesn't just confuse them.
Other useful language:
"Because it is the present simple, you must add the auxiliary 'do' (verb)"
"Say the same sentence, but with a comparative form"
9. Give the rule
For example, "'Since' usually takes the Present Perfect" or "One-syllable adjectives are comparative with -er, not more + adjective" This works best if they already know the rule and you at least they You will quickly understand what you are saying, for example using grammatical terms that you have used with them several times before.
10. Give some points
This is probably reserved for one part of the game, especially a game where students work together, but you can give multiple points out of 10 per answer. The same or different teams can then try to say the same thing again. they can get more points. If you don't want students to focus too much on accuracy, tell them that the marks will also give them marks for good pronunciation, fluency, politeness, persuasiveness, and/or originality of ideas.
Useful language:
“Very good fluency and a lot of fun, but a few key mistakes, so I give your team (IELTS) 5.5. Practice your script with your team for another 5 minutes and we'll try it again”
"You got all the articles right this time, so I give you 9 out of 10"
11. Tell them they're wrong (but okay)
Positive ways of being negative include "closer", "getting closer", "just one mistake", "better", "good idea, but...", "I see what you mean, but...", "you're so you did." a mistake almost everyone makes/ it's a very common mistake', 'we haven't learned it yet, but...' and 'pronunciation is much better, but...' With lower levels and new classes, you have to balance the need to be possible with the need to be specific and not confuse them with feedback language they don't understand, perhaps by sticking to one or two phrases for feedback for the first two months. It may also be helpful to provide them with translations of this and other classroom language you use, for example on a worksheet or poster.
12. Tell which part of them should be changed
For example, "You should change the introduction of your presentation" or "Try replacing the third word with something else."
13. Ask partners to identify errors
This is a very popular way of giving feedback in speaking assignments, but only if the person giving the feedback is not confident in their ability or how well the feedback (ie criticism) will be received. , this could be a minefield. even more so if the person receiving the feedback has a really bad attitude. This method is easier to follow and easier to accept when you are told what language to use when speaking and therefore what to focus on when listening, which usually means guided speaking practice tasks. Giving and collecting feedback can be simplified and made more neutral with careful planning, such as asking them to count the number of times their partner uses or misuses a target form rather than looking for it.
14. Try again!
Sometimes students don't need a lot of help, but a chance to do it again. This can be true if you've trained them well to spot their own mistakes, have some other mental load like a puzzle that distracts them from language, or if they're able to hear. someone else doing the same speaking task in class or writing.
"One more time (but this time think more about grammar/ but focus on making fewer mistakes instead of speaking fast)"
"Let it stand"
"Would you like another chance before you get the final bill"
15. Remind them when you learn this point
For example, "Almost right, but you forgot the grammar we learned last week" or "You made the same mistake everyone else did on the last test."