Реферат: Oxford`s teachhing methods of english language
Common mistakes
Level:
Elementary
Time:
20-30 minutes
|
One copy of Late-comer A and Late-comer B for each student
In class
1. Pair the students and give them the two texts. Ask them to spot all the differences they can between them. Tell them that there may be more than one pair of differences per pair of parallel sentences. Tell them one item in each pair of alternatives is correct.
2. They are to choose the correct form from each pair.
|
Late-comer A |
Late-comer B |
|
This women was often very late |
This woman was often very late |
|
She was late for meetings |
She was late for meeting |
|
She were late for dinners |
She was late for dinners |
|
She was late when she went to the cinema |
She was late as she went to the cinema |
|
One day she arrive for a meeting half an hour early |
One day she arrived for meeting half ah hour early |
|
Nobody could understand because she was early |
Nobody couldn’t understand why she was early |
|
‘Of course,’ someone said, ‘clocks put back last night.’ |
‘Of course,’ someone say, ‘the clocks were put back last night.’ |
3. Ask them to dictate the correct text to you at the board. Write down exactly what they say so students have a chance to correct each other both in terms of grammar and in terms of their pronunciation. If a student pronounces ‘dis voman’ for ‘this woman’ then write up the wrong version. Only write it correctly when the student pronounces it right. Your task in this exercise is to allow the students to try out their hypotheses about sound and grammar without putting them right too soon and so reducing their energy and blocking their learning. Being too kind can be cognitively unkind.
Variation
To make this exercise more oral, pair the students and ask them to sit facing each other. Give Later-comer A to one student and Late-comer B to the other in each pair. They then have to do very detailed listening to each other’s texts.
Feeling and grammar