New correction of some written works done by Joni

Title of the paper work	Mistakes	Corrections
Learners’ errors and mistakes	1-should be aware and 2- learners are committed. 3- in different skill students are always commit. 4- Are different from learner based on their background. 5- using an appropriate material. 6- Teacher’s monitoring. 7- There are many ways to correct your students depend on their level.	Should be aware of and. Learners commit. In different skill, students are always committing. Are different from each other learners. Using appropriate material. 6- Teachers’ monitoring. 7- There are many ways to correct your students depending on their level.

Title of the paper work	Mistakes	Corrections
Presentation Technique and Introductory activities.	1- Every teacher find. 2- This activity come. 3- When the teacher pretend. 4- introduce them selves. 5- This kind of activities. 6- Will let all students to participate. 7- And be a wake…… 8- Guise…. 9-Which let one student sticks on his back on picture for famous persons. 10- After that let every  students to speak and discuss. 11- Warmers exercise work. 12- Cloths. 13- If this warmers are successful it will make the lesson interests and active.	Every teacher finds. This activity comes. When the teacher pretends. Introduce themselves. This kind of activity. Will let all students participate. And be wake of the lesson. Guess…. Which when one student hangs on his back one picture of one of the famous person. After that, let every student speaks and discuss. Warmers exercise works. Clothes. If these warmers activities are done successfully, they will make the lesson interesting.

Learners' Errors and Mistakes Written by Joni.

Learners' Errors and Mistakes Written by Joni.

Learners' Errors and Mistakes

Written by Joni.

Ref, http://www.cambridgeenglish.org/search-results/?filter=gsa:all&filter=search-term:mistakes

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    In language learning process, mistakes and errors are the most essential factors to learn. There is a difference between mistakes and errors that teacher should be aware and understand it. Mistakes are things that are wrong in a learner's English but Errors are mistakes caused by a learner not knowing something. Learners can't learn without making errors or mistakes that will give the teacher a chance to correct them by using different style of correction so, here are some errors which often the second language learners are committed.

1- Grammatical errors such as, preposition, singular and plural, adjectives, relative clauses, irregular verbs and possessive case.

2- Syntax errors such as, coordination, sentence structure and word order.

Lexical errors (vocabulary) such as, word choice, choosing the wrong word in unsuitable context.

3- Semantics errors such as punctuation and capitalisation (mechanics).

     These mistakes and errors often occur because of L1 interference and lack of learners' knowledge of language. In different skill students are always commit different errors, this means that errors also are different from learner based on their background and their mother tongues. For example, in speaking skill Arabs students often encounter a problem with using (The), this error refers to the L1 interference. In my opinion, the best solutions to avoid these mistakes are, using an appropriate material ( authentic) and do lots of classroom practice so in this way students will correct each other with teacher's monitoring. Moreover, the teachers should use a correct strategy of correction, simply there are many ways to correct your students depend on their level and their age. Sometimes student loses his motivation if he has been corrected in front of his colleague; therefore choose the right time and the most suitable way to correct him.

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Modules 1-3 Revision

22/6/2014 

 In spite of the fact that  modules 1,2 and 3 are simple, I still face difficulties in some units especially unit 3 in module 1 and unit 21 in module 2. In addition to that, there is a kind of  complexity in some of the follow-up activities.

REVIEW ABOUT THE THREE MODULES...

22 June 2014

Feedback about the Three Modules

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     The three modules are somehow clear and understandable. There are some areas which I found myself unclear about them. I have to be in a cooperation with teachers. 

     In Module 1, it is an easy part, but as long as, I've got 48 out of 80, so it is needed to be revised well. In the units, such as, Phonology, Function, Presentation, Practice and Production (PPP), and finally Teaching Based Learning (TBL).

     In Module 2, it is a practical part and needs revision, although I've got 57 out of 73, which is a bit satisfactory. In that unit, the confusing part is only the difference between (Procedure and aims).

     In Module 3, it really is easy and understood well. In this moment, there is nothing to comment on and to tell regarding the difficulties, once it is reviewed, certainly teachers will be informed.

REGARDS,      

Review of Modules 1-3

We finished our TKT Coursebook and I can say that I understand every single unit. I had certain points in which I needed some help but we reviewed those problematic areas with our teachers and with each other.

Module 1 is the longest but the easiest. In Module 2 I faced some points that I didn't understand at the beginning but once I asked my teachers and my colleagues everything became very clear. Module 3 is simple I fully understand what it is all about.

I am going to plan a study timetable for me to get full prepared for the real test.

TKT course module 1,2 and 3

Module one was very difficult for me, I need a lot of time to understand the book and the way that I can go through the chapters, I now understand the way and start to study day after day .
Module two and three I found it very easy to understand but in the same way need some concentration and focusing in some masteries points and aspects .

The review/consolidation of Modules 1-3

The review/consolidation of Modules 1-3

Nawaf

First of all, I thank all of my teachers and colleagues in TKT course about their efforts inside classroom.
The modules 1,2 and 3 are difficult but need to a suitable study to pass the final exam.
Module one is very long and has alot of information which need efforts and I was not good on 1st Mock exam. So, I need to study and review it again by individual studying.
Module two was fantastic to me because I spent a lot of efforts to understand the module and practice on the TKT book. Therefore, I have got a real motivation to do the next mock exam very well.
Module three is understood in some units but I need to review all the units again and I will ask my teachers or my colleagues to explain any ambiguous information or term. 

The review/consolidation of Modules 1-3

In this review and consolidation session I feel that Module 1 is understood but in Lexis there is a confusion to differentiate between the lexical set and collective nouns, and i don't make the same mistake in the final test.  
and in unit 17 the tasks and activities for developing learners language and skills, I don't get that much.
And finally the unit 23 in module 2 about resources and use of the them for me I did good in mock exam but i need more revision in this unit. 

The last Module grouping learners is somehow easy but need more clarification to better understanding. 

(Feedback) About Modules 1,2and 3 written by Joni

(Feedback) About Modules 1,2and 3 

written by: Joni

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      For module one I found some new terms which motivate me to do some extra work in my home. Then, I did lots of work to understand these idioms. Modual one actually needs self study because it contains a lot of terminology that needs to keep locking on them regularly.

     For module Two, talks about how to do a lesson plan and organize your lesson in logical way. This chapter needs more practical steps, that will consolidate what you learned to apply them in your classroom. Also, this chapter has improved me very much specifically in my lesson aims (main aim, subsidiary aim, personal aim and stage aim). In my view, these practical steps that I mentioned previously will be under the teachers’ consideration in the coming days when we practice the teaching in the classroom.

     Finally, Module Three has really good information about the classroom management and how to deal with correction and giving feedback. In my opinion this chapter is useful and it needs more concentrations to clarify some terms.

This can be solved just by out class reading and researching.

     Al in all, the whole book is vital for every teacher who wants to re- fresh his knowledge about teaching skill, module one, two and three are so rich of practical and theoretical teaching skills which make the teacher aware of every single action in the class.

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Reviewing Modules 1-3 - Nujeem

For me I think I understand the three modules very well. However units 17,18 and 22 need some revision and reading by me to consolidate the information about assessment and activities further. Other than that, all of the modules and their vocab are clear and understandable.

I hope all the best for me and for my colleagues in the exam.

Review/consolidation of Modules 1-3

Everything is good about the 3 modules we took so far. However, I need to look again at the phonology and the phonetic chart in particular. I am making a plan nowadays for revising Modules 1,2 and 3 in order to be prepared for the final exam.


I wish luck to everyone.

Modules Revision

Modules Revision 

In the morning classes we revised the three modules in small groups. Each group discuss one module then we do some kind of rotation between us and revise another module. From the discussions I noticed and became more aware of the difference between encouraging and prompting. Other than that I find my self ready and prepared for the exam.

Correction of Errors

The two websites discuss and highlight crucial aspects of error correction. It provides a considerable amount of information that should help teachers who desire to improve their skills as far as error correction is concerned. Some of the areas which these websites cover are, attitudes to error correction, categorising errors, a model for correcting writing, the role of planning, practical techniques and ideas for correcting writing. All these areas of error correction are discussed with details.

I will refer to these websites whenever I want to get further information about error correction.

unit 32 & unit 33 question upload

19 June 20, 2014

Unit 32 & unit 33

Abdulah AlFahdi

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The questions directed by the teacher :

1- Finger correction means:

a- To use the finger to show the learners the right answer.

 b- To work with learners about the teaching methods.

c- To apply Gestures and show the students physical movements.

2- Methodology means:

a- Methods and procedures.

b- Progress and development.

c- Correction and editing.

Units 32 and 33 practice questions

Choose the appropriate terms:

1) repeating what a learner says with rising intonation.

A) sef-correction
B) ignoring errors
C) echo correction

2) correctig the error without without drawing the learner's attention to the error.

A) recasting
B) reformulating
C) echo correction

Choose the odd sentence

1) In learner's dairy feedback students can

A) use L1.
B) write their learning preferences
C) complete exercises

2) in peer feedback students can

A) give feedback to their classmates
B) improve their autonomy.
C) write feedback to the teacher.

Test Questions for Units 32 & 33

Test Questions for Units 32 & 33

Below you will find two questions to test your understanding of units 32 and 33. 

1) 

Student: everyday I goes to gym

Teacher: Ahaaa everyday you go to gym.

Student: yes, everyday I go to gym

Above is an example of:

A- Reformulating feedback

B- Recasting feedback

C- Peer feedback

2)

Mark the statement that is NOT a feedback.

A- Well done, you did much better than last time.

B- Re read the second paragraph and write a summary of it. 

C- Have another look at number four there is a problem with spelling.

Error Correction

Ref: http://www.teachingenglish.org.uk/article/error-correction-1

Error Correction 

In the first article the writer tackled five main points.He talked about attitudes to error correction, categorizing the error, model for correcting writing, the role of planning and practical techniques of correcting writing.

From the article I learned two things, which I acknowledge but rarely do it in my teaching. The first one, the article mentions that when we correct students mistakes we should categorize what we want to correct. in other words, we don't correct everything all the time because it's exhausting for the teacher and it demotivate the learner.for example, if we correct every mistake in a written homework and the students receive a bleeding paper( full of red pen correction) he will feel very bad and also it is going to be very hard for the teacher if he has 50 students. Therefore, if we are looking for coherence then we only correct coherence or if we are checking spelling then we only correct spelling.

The second thing, the article mentioned that one of the errors correction techniques is to let the learner reads his writing for a second time so he can correct him self and recognize his own mistakes before giving feedback to him. such technique is very useful for the teacher and learner. The learner will benefit from raising his noticing awareness and the teacher will have less mistakes to correct because the learner corrected some of his own mistakes. 

Unit 32 & 33

Unit 32 correcting learners 

Match 

1- echo correcting 

2- peer corrections 

3- reformulate 

4- recasting 

A- correct the mistake by repeating the utterance correctly without drawing the learners attention .

B- learners correcting each other's mistakes .

C- repeating what a learner says with rising intonation .

D- rewording and saying back the utterance in its improved form . 

Unite 33 Giving feedback 

True or False 

1- the teacher can use portfolio feedback when he make the end of course assessment .

2- peer feedback is when the learners can give feedback to their classmates .

3- tutorial is a meeting between the teacher and the whole class to discuss their learning . 

TKT practice task U-32 . prepared by Joni

TKT practice task U-32 . prepared by Joni.

TKT practice task U-32 .

prepared by Joni.

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For the question 1-5 match the definitions and examples of correction techniques with the suitable term or idiom.

There is one extra option which you do not need to use.

A-     Gestures or facial expression. B-     Finger correction. C-     Echo correcting. D-     Self-correction. E-     Recasting. F- Reformulating.

1- The learner says 'I have been to the swimming pool last week'. The teacher replies 'You went to the swimming pool last week? So did I'.

2- for example, repeating part of the utterance and stopping just before the part we want them to correct.

3- Repeating with rising intonation will show the learner that there is a mistake somewhere.

4- For example, Student: "I want eat." Teacher: "What do you want to eat?"

5- This way is useful when we do not want to interrupt learners, but still want to show them that they have made a slip.

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TKT practice task U-33 . prepared by Joni.

TKT practice task U-33 .

prepared by Joni.

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For questions 6-10 Classify the examples of Good Feedback Function and the examples of Bad Feedback Function to describe students' work. You can put (A) for good and (B) for bad examples.

6-  Identifying for students the strengths and weaknesses in the work.

7-  Telling students the work is "good" or "bad".

8-  Putting a grade on work intended for practice or formative purposes.

9-  Expressing what you observe in the work.

10- Giving rewards or punishments.

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