The lesson that was observed was given to a group of adolescents around fourteen years old, with B1 and B2 level (Intermediate to Upper Intermediate). It aimed to practice the use of past and past perfect through conversation. The strategy was basically to encourage students to talk about their experiences during this academic year, therefore to make them produce language and to foster the use of complex grammatical structures. Regardless the complete fulfilment of the objective, the session was a useful opportunity for the learners to concentrate on fluency by taking away the stress of evaluation to which they are often exposed to.
Samples:
1.- We begun explaining to the teacher our problem.
(wí bɪgə́n ɪksplénɪŋ tú ðə títʃər áwər prɑ́bləm)
Grammar. This is an example of inaccurate use of verb tense. It shows that the speaker is in the process of learning past and past participle, and therefore he is still confusing both. However, the imprecision demonstrates that he is aware that some change in the form of the verb (to begin) has to be made to express an action that happened in the past.
2.- I don’t like him. He can be a very good scientific but as a person...
(áj dɑ́nt lajk hɪ́m. hí kǽn bí ə vɛ́ri gʊ́d sɑ̀jəntɪ́fɪk bə́t ǽz ə pə́rsən)
Vocabulary and discourse. In this example, we can find an inappropriate word choice. “He may be” would have been a more precise lexical item. Even though, when use as a central modal, the extrinsic meaning of can also expresses possibility, the use of may is more adequate. Aside from that, there is also a misuse of the word “scientist” caused by contamination by L1. The term “científico” in Spanish is both a noun and an adjective, while in English, distinction has to be mad...
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...at she has been exposed to spoken language, thus, identifying and properly using stress to mark meaning. (Brown, 1977, p. 51)
10.- My mother was waiting for the second hand book sale.
(máj mə́ðər wəz wétɪŋ fɔ́r ðə sɛ́kənd hǽnd bʊ́k sél)
Grammar. This last example, also shows accuracy in the election of verb form. The student properly used past progressive to describe an ongoing action that took place when other action occurred. (Carter & McCarthy, 2006, p. 608)
The class gathers several levels, and while there are many students with the capacity to produce very complex structures, many of them are not very confident of their ability to speak. I would suggest the teacher to focus more on fluency than on accuracy, because the written exams prove that most of the students understand grammar patterns. Yet, they still need more exposure to spoken language.
In her essay, Tannen analyzes how the actions that women make will mark them in some way. Her point is that everything a woman does is somehow sending a message. Tannen notes that, “The unmarked tense of verbs in English is the present” and
The “sentence of the week” exercise provided a different topic each week to practice our grammar. As compared to weekly weeding and tending to a garden, it helped us to better develop
As Barry begins his passage he introduces the uncertainty of science, listing qualities that a great scientist should have. As he begins to name these qualities, Barry utilizes long syntax by writing a list sentence. Barry says that “To be a scientist requires not only intelligence
... grammatical errors. However, as an educator in the classroom accuracy must be taken into consideration when assessing speech to further promote grammatical advancement. Therefore, both accuracy and fluency are valid in the ESL classroom and they should be assessed based on the objective of the lesson.
Students can practice phrasing, as an activity at home or in the classroom. Children benefit in their learning of fluency, when they are able to self-monitor. So, in order to synthesize the activity completely, they must first understand how to recognize a noun and verb
The author of this article stakes out a clear and insightful position on this educational issue and follows the specific instructions by presenting reasons to support that position. The article cogently argues that a corrective feedback can make learners reluctant to speak but it is necessary for developing fluency, accuracy and complexity . We need to develop a real speaking skill in our students. However, we can find problems that have been developed because of the usage of methodologies with very limited linguistic resources like, for example, CTL (Communicative Language Teaching) because they aren't based in a real teaching and content. Actually we have to call for more creative speaking and thinking, not less.
Lesson planning is an important component of teaching English language because a good teacher must make a lesson plan in order to achieve the objectives of a lesson. This term, I had a chance to observe grade 6 students.The classroom was composed of 31 students. All of them were native speakers of Turkish and their English proficiency level is elementary. In the lesson which I attended, the teacher taught simple present tense. So,the main objective of this lesson was to make the students use the simple present tense. To do this,the teacher made a detailed lesson plan and she divided the lesson into the stages. In this paper, I am going to mention how she taught the simple present tense and whether it was an effective lesson or not.
Communication can be defined as the transmission of a message from a sender to a receiver in an understandable manner (Sanchez, N, 2009). An example of communication in healthcare is between clinical professionals and staff, patients and their relatives or carers, professionals doctors, occupational therapists, social workers, midwives, physiotherapists and administration staff (Darley, 2002). For their communication to be effective, each of them needs to put the responsibility for clear communication on himself (Healthcare Benchmarks & Quality Improvement 2009) which means that each of them should endeavour to send clear messages and to receive messages with as little distortion as possible (Mind Tools Ltd, 2009).
To be an effective leader, one of the skills one needs to have is a strong communication skill. Communication is something we use on a regular basis, so it 's important to develop and understand it. If one has a poor communication skill, that person can give the wrong message or be misunderstood.
verbs usually do not '' . In the past tense all different subjects agree with the same
After the teacher is reassured that the students are familiar with direct questions, the presentation of a new grammar can start. The teacher tells the student the aim of the lesson.
Based on the textbooks in Hong Kong, the students in Primary 5 get the first chance to learn conditional sentences. There are four types in all: Type 0 (any situation which is always true), Type 1(something is going to happen in the future), Type 2 (an imaginary situation which stands no chance of happening or even impossible) and Type 3 (a situation which might have happened in the past but which did not really happen) (Loo, 1996). As time goes by, students will get a better understanding about them in junior high school. Thus, it is not the first time that Miss Wong’s students get to know the target structures. However, some students find that it is hard to understand why we use simple past tense in if-clause to refer to an imaginary situation that is not a real past but impossibility.
Improving my communication skills has been a work in progress starting back in the early years of my life. I have always been my own worse critic. Usually beating myself down through interpersonal communication. Now as an adult I have made great improvements but still have trouble dealing with perception and self-image. Not being raised in an environment of positive reinforcement and poor communication in the workplace I have made it a point to change that trait in my own family and professional environment.
Teachers having wide knowledge and experience as well as deep understanding of grammatical errors can use standardized methods to indicate students’ errors in writing correctly and clearly. Should they underline errors made by English learners, followed by giving more explanations and suggesting how to correct errors, students could know what kind of error they have made exactly to avoid them in the next writing. Besides noting down errors corrected directly, teachers can use error codes to describe the types of errors and give some recommendations to instruct how errors can be corrected. For example, VT is an abbreviation for verb tense or RO is the symbol of run-on sentence and so on. Noteworthy, it is necessary for students to have a certain understanding of the error codes so that they will know what teachers indicate. After that, they could realize what grammatical structures they should revise. In addition, after correcting errors, teachers should write down some compliments or advice to students, which is a considerable activity to create interaction between teachers and students. It can be revealed that teachers’ positive feedbacks like “Good” or specific recommendation such as “Linking words”, “Should write concluding sentence clearly” are truly beneficial to raise students’ motivation for avoidance of errors in their next written work and writing
A combination of present tense with progressive aspect constitutes the present progressive tense (is writing). It is used to describe a situation in progress at the present moment: TU = TT)⊂TS. The main distinction between the present and past progressive (was writing), which also relates to an ongoing situation, lies in the past location of the reference point: TS ⊂TT