Hot potatoes lesson plan
Download as doc, pdf2 likes777 views
This document describes a unit of work on travelling for English language learners at a pre-intermediate level. It includes 5 activities focusing on tasks like filling in gaps in conversations at the airport, ordering scrambled sentences about introductions, completing a crossword with vocabulary about checking into flights, answering questions about a text on train services, and matching expressions to pictures of free time activities. The activities aim to practice skills like asking and providing travel information, greetings, and discussing free time.
1 of 2
Downloaded 26 times
Ad
Recommended
Lesson Plan
Lesson PlanLisandroPaz
油
This document describes a unit of work focused on travelling for English language learners at a pre-intermediate level. It includes 5 activities covering topics like asking for information at the airport, introducing oneself, checking into flights, train services, and free time activities. Each activity uses a different type of educational software tool (fill in the gaps, mixed-up sentences, crossword, quiz, matching) to help learn vocabulary and expressions related to travelling and social interactions.Second language acquisition
Second language acquisitionRenie Luph
油
The document summarizes chapter 1 of Rod Ellis' 2003 book "Second Language Acquisition". It introduces SLA as the study of how people learn languages other than their mother tongue. The goals of SLA are to describe how L2 acquisition proceeds and explain this process by identifying external factors like social environment and input, as well as internal factors that account for individual differences. Methodological issues in description include how to determine what linguistic features learners have "acquired". Explanations of L2 acquisition must account for both item learning of individual linguistic facts as well as system learning of the underlying rules.The nature of learner language (rod ellis
The nature of learner language (rod ellisVanilaa Tata
油
This document discusses errors in learner language and their analysis. It describes how errors can be classified into grammatical categories or by how they differ from the target language. Errors are systematic and predictable, and some are universal across learners, while others are specific to learners with the same native language. Variability in learner language is also systematic, influenced by linguistic and situational contexts. The stages of second language acquisition include a silent period and progression through interim stages before mastery of a target structure. Research seeks to understand the systematic nature of errors and variability in learner language.The impact of implicit and explicit instruction on the learning process of l2...
The impact of implicit and explicit instruction on the learning process of l2...Jorge Gabriel Berges-Puy坦
油
This study examines the effects of implicit versus explicit instruction on L2 Spanish knowledge among adolescents with different proficiency levels. It reveals that higher and lower proficiency groups show differing outcomes in their implicit and explicit knowledge after receiving the respective instructional methods. The research highlights the significance of teaching approaches on language acquisition and the distinctions between types of knowledge in second language learning.1
1Piphyt Areaa
油
This document discusses second language acquisition (SLA). SLA refers to learning a language after one's native language. The goals of studying SLA are to describe how L2 is acquired and explain the process, identifying external and internal factors influencing acquisition. External factors include social environment and input, while internal factors include cognitive mechanisms and communication strategies. The document presents case studies of an adult learning English and two children learning English, showing their progress in requests over time. It also discusses methodological issues in describing and explaining L2 acquisition.Principles of universal grammar in l2 acquisition
Principles of universal grammar in l2 acquisitionH. R. Marasabessy
油
Learners acquiring a second language (L2) face a similar challenge as first language (L1) acquirers in that the properties of grammar are complex, abstract, and not fully determined by the L2 input. This suggests that principles of Universal Grammar (UG) constrain interlanguage grammars, analogous to how UG principles constrain L1 acquisition. While L2 learners may not achieve the same level of knowledge as native speakers, they can still demonstrate poverty-of-the-stimulus situations where their grammars are influenced by UG principles rather than direct instruction or exposure alone. The evidence presented in this chapter supports that interlanguage grammars are constrained by principles of UG.Causes and Effects of Grammar Errors
Causes and Effects of Grammar ErrorsYhsar
油
This document discusses the causes and effects of grammatical errors. It defines grammatical errors as inaccurate forms, meanings, and uses of language based on its grammar. Grammatical errors can be caused by interlingual interference from one's native language or intralingual interference from incomplete learning of the target language. Common effects of grammatical errors include unclear communication, negative impressions, and employers disregarding job applications with errors. Addressing the causes of errors is important for enhancing English language learners' competence.L2 acquisition
L2 acquisitionCameliaN
油
This document summarizes key topics in second language acquisition (SLA) including:
1. SLA draws on linguistics, psychology, and first language acquisition to understand how people learn a new language.
2. Learners' first language influences their second language development through transfer of features and in the formation of an interlanguage.
3. Variation exists between a learner's competence and performance due to processing constraints and other factors like communication demands. The nature of learner language
The nature of learner languageNandu Prakoso
油
This document summarizes key aspects of learner language based on Rod Ellis's work. It discusses how learner language is produced and analyzed, including identifying and classifying errors. Errors can be systematic, universal, and stem from omission, overgeneralization, or transfer from the learner's first language. Acquisition follows developmental patterns and sequences. Variability in learner language depends on linguistic context, situational context, and the availability of planning time when producing language.The effects of explicit instruction in elementary to-intermediate EFL student...
The effects of explicit instruction in elementary to-intermediate EFL student...Maximiliano Ayala
油
This document summarizes a thesis that studied the effects of explicit pronunciation instruction on elementary to intermediate EFL students' intelligibility when reading aloud. It conducted an 8-session pedagogical intervention teaching pronunciation features like vowels, consonants, word stress, rhythm, and intonation. Pre- and post-tests of students reading passages were analyzed and showed improvements in intelligibility across various elements of speech. The study concluded that explicit instruction helps increase EFL students' intelligibility when reading aloud and provides necessary knowledge for language teachers. Some limitations were the short intervention time and lack of measuring spontaneous speech improvement.Implicit & Explicit learning, knowledge and instruction
Implicit & Explicit learning, knowledge and instructionaghchay
油
This document discusses the distinction between implicit and explicit learning and knowledge in second language acquisition. It provides definitions and perspectives from various cognitive psychologists and SLA researchers. Implicit learning occurs unconsciously without attention to rules, resulting in intuitive knowledge, while explicit learning involves conscious memorization of rules and facts. Implicit knowledge guides automatic behaviors while explicit knowledge requires controlled processing. SLA research has found that explicit learning and knowledge are generally more effective for L2 mastery than implicit learning alone.The nature of learner language
The nature of learner languagevitaarum
油
The document discusses learner errors and their classification. It makes three key points:
1) It is important for teachers to understand why learners make errors so they can help improve students' language skills. Errors provide insight into gaps in a learner's knowledge.
2) There are different ways to categorize learner errors, such as grammatical errors, meaning errors, or order errors. The most common type is misinformation, like using the wrong word.
3) Learner errors are systematic and universal, reflecting the cognitive processes of language acquisition. Learners progress through predictable stages and their errors provide clues about their current stage of development in acquiring a new language.Sla chapter 1 intoduction lutfiana tyas maharani
Sla chapter 1 intoduction lutfiana tyas maharanisparklingtyas
油
This document provides an introduction to second language acquisition by Rod Ellis. It defines second language acquisition as learning a language other than one's mother tongue, inside or outside the classroom. The goals of SLA are to describe how L2 is acquired and to explain differences in learners' success. Factors that influence acquisition include social environment, learner input, and individual cognitive abilities. The document discusses methodological issues in describing learner language and explaining the acquisition process.The nature of learner language
The nature of learner languageIntan Sulistianto
油
This document discusses language learners and learner language. It defines learner language as the written or spoken language produced by a language learner. Researchers study learner language to understand how a learner's internal language representations develop over time. Errors in learner language are important to analyze, as they reveal how the learner's grammar is developing. The document outlines different ways to identify, describe, explain, and evaluate errors made by language learners. It also discusses developmental patterns in learner language, such as common acquisition stages and sequences. Variability in learner language is influenced by linguistic, situational, and psycholinguistic contexts.Principles & Practice in Language Learning - Chapter 9: Cross-Linguistic Infl...
Principles & Practice in Language Learning - Chapter 9: Cross-Linguistic Infl...uniquelyawesome
油
This document summarizes key points from Chapter 9 of Brown's book on principles of language learning and teaching. It discusses cross-linguistic influence (CLI) and learner language. There are 6 categories of difficulty in the contrastive analysis hypothesis. CLI considers influence between all existing language systems, not just the first language. Factors determining CLI include typology, the second language, and proficiency level. Error analysis examines errors from all sources. Learner language develops through random, emergent, systemic, and stabilization stages. Variability in learner language depends on context. Fossilization occurs when incorrect forms become permanent. Feedback on errors should consider affective and cognitive aspects.Chapter 2 (the nature of learners language:Rod Ellis)
Chapter 2 (the nature of learners language:Rod Ellis)Renie Luph
油
The document discusses various topics relating to second language acquisition including identifying errors, describing errors, explaining different sources of errors, evaluating error types, developmental patterns in the early stages of acquisition, the order and sequence of acquisition, implications of developmental patterns, and variability in learner language. It provides definitions and examples to illustrate key concepts in second language acquisition and error analysis.The input hypothesis
The input hypothesismoraleslara123
油
The document discusses the input hypothesis, which attempts to answer how language is acquired. The key points of the hypothesis are:
1) Language is acquired through comprehending messages that are just beyond one's current ability, with context helping understanding.
2) When communication is successful and there is enough comprehensible input, the next stage of language acquisition will be automatically provided.
3) Production develops later, without being directly taught, as competence increases through listening and understanding input.Apttde
ApttdeDr. Cupid Lucid
油
The document discusses individual differences in language aptitude. It defines aptitude as a learner's capacity for learning a task based on their enduring characteristics. Language aptitude refers to cognitive differences between learners and their ability to learn a language. Intelligence is broader and refers to general mental ability transferable across tasks. Major research on language aptitude was conducted between 1920-1930 and included the Modern Language Aptitude Test (MLAT) in 1959 and Pimsleur Language Aptitude Battery (PLAB) in 1966. Language aptitude tests predict learning success under optimal conditions but do not measure if a learner can acquire a language.Krashen's Input Hypotheses
Krashen's Input HypothesesJESSIE GRACE RUBRICO
油
This document summarizes Stephen Krashen's Input Hypothesis of second language acquisition. The hypothesis proposes that acquisition occurs through comprehensible input that is slightly above a learner's current level. It also describes four other hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, and the Affective Filter Hypothesis. Criticisms of Krashen's hypotheses are outlined, including that they do not sufficiently distinguish between conscious and unconscious learning. The document also discusses Merrill Swain's Output Hypothesis, which argues that output also plays an important role in developing language proficiency.Language and linguistics error analysis
Language and linguistics error analysisMuhammadiyah University of Surakarta
油
The document summarizes key aspects of error analysis as applied to the study of second language acquisition. It discusses error analysis as the first approach to SLA, focusing on learners' creative abilities and systematic errors. It then describes the main stages of conducting an error analysis - recognition, description and explanation of errors. Various error classification frameworks are also summarized, including analyzing errors based on linguistic category, surface strategy, comparisons to first language acquisition, and communicative effect.Error analysis revised
Error analysis revisedAhmed Qadoury Abed
油
This document provides an overview of error analysis in second language learning. It discusses key topics such as:
- Definitions of error analysis and the distinction between errors and mistakes. Errors reflect a learner's developing linguistic system, while mistakes are performance issues.
- The significance of analyzing learner errors for teachers, researchers, and learners themselves. Errors can indicate what remains to be learned and provide insights into the language learning process.
- Models for conducting error analysis, including data collection, error identification and classification, and explaining error sources.
- Procedures for collecting spontaneous and elicited language samples from learners and interpreting errors in context. The analysis involves identifying intended meanings to reconstruct errors.Inter language theory
Inter language theory Dr Shamim Ali
油
The document discusses interlanguage theory, which proposes that second language learners construct their own language system, or "interlanguage", that is separate from both their native language and the target language. It develops over time as learners incorporate elements from both languages, make errors, and gradually progress toward the target language through a process of hypothesis testing. The interlanguage system is dynamic and variable as the learner's competence develops.Types of errors
Types of errorsRima fathi
油
The document discusses the types of errors in second language acquisition, categorizing them into interlingual transfer, intralingual transfer, context of learning, and communication strategies. Interlingual errors arise from mother-tongue influence, while intralingual errors include various learning strategy-based mistakes like false analogy and overgeneralization. The context of learning and learners' communication strategies, such as avoidance and appeal to authority, also significantly impact the language learning process.Linguistic factors presentation
Linguistic factors presentationUniversidad de Carabobo
油
John can't sing. The correct form is "Can John sing?" or "Is John able to sing?". Let's keep practicing!Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)Satya Permadi
油
The document discusses cross-linguistic influence and learner language, particularly focusing on the Contrastive Analysis Hypothesis (CAH) that outlines the impact of a learner's native language (L1) on learning a second language (L2) by categorizing difficulties into six levels. It explores the evolution from CAH to Cross-Linguistic Influence (CLI), the stages of learner language development, and error analysis, highlighting the significance of errors in language learning as indicators of the learner's linguistic competence. The document concludes that managing errors and understanding learner variability are crucial for effective language teaching and learning.Module seven error correction
Module seven error correctionjavierpulido84
油
The document discusses error analysis in second language acquisition, noting that mistakes are a natural part of the learning process and can provide useful information about a learner's development, while errors reflect gaps in their underlying language system. It also examines different types of errors, sources of errors, approaches to identifying and categorizing errors, and considerations around providing feedback to and correcting errors of learners.ERROR ANALYSIS
ERROR ANALYSISSajidKolachi
油
This document discusses error analysis in second language acquisition. It defines errors as systematic deviations from the rules of the target language, while mistakes are performance errors that can be self-corrected. Behaviorists viewed errors as a failure of learning, while mentalists saw them as inevitable parts of the language learning process. The aims of error analysis are to identify error types and patterns, establish taxonomies, and inform teaching. Errors can be interlingual from L1 interference or intralingual from faulty L2 learning. Error analysis contributed to understanding of language learning but also has limitations in methodology.Presentaci坦n Let's get started
Presentaci坦n Let's get startedjoeblues
油
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, grammar exercises, vocabulary practice, and writing assignments. The goal is for students to practice English communication skills and learning strategies.Presentation let's get started
Presentation let's get startedjoeblues
油
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, vocabulary practice, grammar exercises, writing descriptions and sentences, and a final self-assessment. The overall goal is to help students learn and practice related vocabulary, grammar, pronunciation and language skills.Let's get started
Let's get startedjoeblues
油
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written English skills, language awareness, and sociocultural awareness. It contains 8 sessions with activities focusing on vocabulary, grammar, reading, listening, speaking, writing, and self-assessment related to topics like personal information, hobbies, daily routines, household chores, and unusual jobs. The sessions include tasks like role-playing dialogues, completing sentences, answering true/false questions, and drafting and writing profiles.More Related Content
What's hot (19)
The nature of learner language
The nature of learner languageNandu Prakoso
油
This document summarizes key aspects of learner language based on Rod Ellis's work. It discusses how learner language is produced and analyzed, including identifying and classifying errors. Errors can be systematic, universal, and stem from omission, overgeneralization, or transfer from the learner's first language. Acquisition follows developmental patterns and sequences. Variability in learner language depends on linguistic context, situational context, and the availability of planning time when producing language.The effects of explicit instruction in elementary to-intermediate EFL student...
The effects of explicit instruction in elementary to-intermediate EFL student...Maximiliano Ayala
油
This document summarizes a thesis that studied the effects of explicit pronunciation instruction on elementary to intermediate EFL students' intelligibility when reading aloud. It conducted an 8-session pedagogical intervention teaching pronunciation features like vowels, consonants, word stress, rhythm, and intonation. Pre- and post-tests of students reading passages were analyzed and showed improvements in intelligibility across various elements of speech. The study concluded that explicit instruction helps increase EFL students' intelligibility when reading aloud and provides necessary knowledge for language teachers. Some limitations were the short intervention time and lack of measuring spontaneous speech improvement.Implicit & Explicit learning, knowledge and instruction
Implicit & Explicit learning, knowledge and instructionaghchay
油
This document discusses the distinction between implicit and explicit learning and knowledge in second language acquisition. It provides definitions and perspectives from various cognitive psychologists and SLA researchers. Implicit learning occurs unconsciously without attention to rules, resulting in intuitive knowledge, while explicit learning involves conscious memorization of rules and facts. Implicit knowledge guides automatic behaviors while explicit knowledge requires controlled processing. SLA research has found that explicit learning and knowledge are generally more effective for L2 mastery than implicit learning alone.The nature of learner language
The nature of learner languagevitaarum
油
The document discusses learner errors and their classification. It makes three key points:
1) It is important for teachers to understand why learners make errors so they can help improve students' language skills. Errors provide insight into gaps in a learner's knowledge.
2) There are different ways to categorize learner errors, such as grammatical errors, meaning errors, or order errors. The most common type is misinformation, like using the wrong word.
3) Learner errors are systematic and universal, reflecting the cognitive processes of language acquisition. Learners progress through predictable stages and their errors provide clues about their current stage of development in acquiring a new language.Sla chapter 1 intoduction lutfiana tyas maharani
Sla chapter 1 intoduction lutfiana tyas maharanisparklingtyas
油
This document provides an introduction to second language acquisition by Rod Ellis. It defines second language acquisition as learning a language other than one's mother tongue, inside or outside the classroom. The goals of SLA are to describe how L2 is acquired and to explain differences in learners' success. Factors that influence acquisition include social environment, learner input, and individual cognitive abilities. The document discusses methodological issues in describing learner language and explaining the acquisition process.The nature of learner language
The nature of learner languageIntan Sulistianto
油
This document discusses language learners and learner language. It defines learner language as the written or spoken language produced by a language learner. Researchers study learner language to understand how a learner's internal language representations develop over time. Errors in learner language are important to analyze, as they reveal how the learner's grammar is developing. The document outlines different ways to identify, describe, explain, and evaluate errors made by language learners. It also discusses developmental patterns in learner language, such as common acquisition stages and sequences. Variability in learner language is influenced by linguistic, situational, and psycholinguistic contexts.Principles & Practice in Language Learning - Chapter 9: Cross-Linguistic Infl...
Principles & Practice in Language Learning - Chapter 9: Cross-Linguistic Infl...uniquelyawesome
油
This document summarizes key points from Chapter 9 of Brown's book on principles of language learning and teaching. It discusses cross-linguistic influence (CLI) and learner language. There are 6 categories of difficulty in the contrastive analysis hypothesis. CLI considers influence between all existing language systems, not just the first language. Factors determining CLI include typology, the second language, and proficiency level. Error analysis examines errors from all sources. Learner language develops through random, emergent, systemic, and stabilization stages. Variability in learner language depends on context. Fossilization occurs when incorrect forms become permanent. Feedback on errors should consider affective and cognitive aspects.Chapter 2 (the nature of learners language:Rod Ellis)
Chapter 2 (the nature of learners language:Rod Ellis)Renie Luph
油
The document discusses various topics relating to second language acquisition including identifying errors, describing errors, explaining different sources of errors, evaluating error types, developmental patterns in the early stages of acquisition, the order and sequence of acquisition, implications of developmental patterns, and variability in learner language. It provides definitions and examples to illustrate key concepts in second language acquisition and error analysis.The input hypothesis
The input hypothesismoraleslara123
油
The document discusses the input hypothesis, which attempts to answer how language is acquired. The key points of the hypothesis are:
1) Language is acquired through comprehending messages that are just beyond one's current ability, with context helping understanding.
2) When communication is successful and there is enough comprehensible input, the next stage of language acquisition will be automatically provided.
3) Production develops later, without being directly taught, as competence increases through listening and understanding input.Apttde
ApttdeDr. Cupid Lucid
油
The document discusses individual differences in language aptitude. It defines aptitude as a learner's capacity for learning a task based on their enduring characteristics. Language aptitude refers to cognitive differences between learners and their ability to learn a language. Intelligence is broader and refers to general mental ability transferable across tasks. Major research on language aptitude was conducted between 1920-1930 and included the Modern Language Aptitude Test (MLAT) in 1959 and Pimsleur Language Aptitude Battery (PLAB) in 1966. Language aptitude tests predict learning success under optimal conditions but do not measure if a learner can acquire a language.Krashen's Input Hypotheses
Krashen's Input HypothesesJESSIE GRACE RUBRICO
油
This document summarizes Stephen Krashen's Input Hypothesis of second language acquisition. The hypothesis proposes that acquisition occurs through comprehensible input that is slightly above a learner's current level. It also describes four other hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, and the Affective Filter Hypothesis. Criticisms of Krashen's hypotheses are outlined, including that they do not sufficiently distinguish between conscious and unconscious learning. The document also discusses Merrill Swain's Output Hypothesis, which argues that output also plays an important role in developing language proficiency.Language and linguistics error analysis
Language and linguistics error analysisMuhammadiyah University of Surakarta
油
The document summarizes key aspects of error analysis as applied to the study of second language acquisition. It discusses error analysis as the first approach to SLA, focusing on learners' creative abilities and systematic errors. It then describes the main stages of conducting an error analysis - recognition, description and explanation of errors. Various error classification frameworks are also summarized, including analyzing errors based on linguistic category, surface strategy, comparisons to first language acquisition, and communicative effect.Error analysis revised
Error analysis revisedAhmed Qadoury Abed
油
This document provides an overview of error analysis in second language learning. It discusses key topics such as:
- Definitions of error analysis and the distinction between errors and mistakes. Errors reflect a learner's developing linguistic system, while mistakes are performance issues.
- The significance of analyzing learner errors for teachers, researchers, and learners themselves. Errors can indicate what remains to be learned and provide insights into the language learning process.
- Models for conducting error analysis, including data collection, error identification and classification, and explaining error sources.
- Procedures for collecting spontaneous and elicited language samples from learners and interpreting errors in context. The analysis involves identifying intended meanings to reconstruct errors.Inter language theory
Inter language theory Dr Shamim Ali
油
The document discusses interlanguage theory, which proposes that second language learners construct their own language system, or "interlanguage", that is separate from both their native language and the target language. It develops over time as learners incorporate elements from both languages, make errors, and gradually progress toward the target language through a process of hypothesis testing. The interlanguage system is dynamic and variable as the learner's competence develops.Types of errors
Types of errorsRima fathi
油
The document discusses the types of errors in second language acquisition, categorizing them into interlingual transfer, intralingual transfer, context of learning, and communication strategies. Interlingual errors arise from mother-tongue influence, while intralingual errors include various learning strategy-based mistakes like false analogy and overgeneralization. The context of learning and learners' communication strategies, such as avoidance and appeal to authority, also significantly impact the language learning process.Linguistic factors presentation
Linguistic factors presentationUniversidad de Carabobo
油
John can't sing. The correct form is "Can John sing?" or "Is John able to sing?". Let's keep practicing!Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)Satya Permadi
油
The document discusses cross-linguistic influence and learner language, particularly focusing on the Contrastive Analysis Hypothesis (CAH) that outlines the impact of a learner's native language (L1) on learning a second language (L2) by categorizing difficulties into six levels. It explores the evolution from CAH to Cross-Linguistic Influence (CLI), the stages of learner language development, and error analysis, highlighting the significance of errors in language learning as indicators of the learner's linguistic competence. The document concludes that managing errors and understanding learner variability are crucial for effective language teaching and learning.Module seven error correction
Module seven error correctionjavierpulido84
油
The document discusses error analysis in second language acquisition, noting that mistakes are a natural part of the learning process and can provide useful information about a learner's development, while errors reflect gaps in their underlying language system. It also examines different types of errors, sources of errors, approaches to identifying and categorizing errors, and considerations around providing feedback to and correcting errors of learners.ERROR ANALYSIS
ERROR ANALYSISSajidKolachi
油
This document discusses error analysis in second language acquisition. It defines errors as systematic deviations from the rules of the target language, while mistakes are performance errors that can be self-corrected. Behaviorists viewed errors as a failure of learning, while mentalists saw them as inevitable parts of the language learning process. The aims of error analysis are to identify error types and patterns, establish taxonomies, and inform teaching. Errors can be interlingual from L1 interference or intralingual from faulty L2 learning. Error analysis contributed to understanding of language learning but also has limitations in methodology.Similar to Hot potatoes lesson plan (20)
Presentaci坦n Let's get started
Presentaci坦n Let's get startedjoeblues
油
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, grammar exercises, vocabulary practice, and writing assignments. The goal is for students to practice English communication skills and learning strategies.Presentation let's get started
Presentation let's get startedjoeblues
油
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, vocabulary practice, grammar exercises, writing descriptions and sentences, and a final self-assessment. The overall goal is to help students learn and practice related vocabulary, grammar, pronunciation and language skills.Let's get started
Let's get startedjoeblues
油
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written English skills, language awareness, and sociocultural awareness. It contains 8 sessions with activities focusing on vocabulary, grammar, reading, listening, speaking, writing, and self-assessment related to topics like personal information, hobbies, daily routines, household chores, and unusual jobs. The sessions include tasks like role-playing dialogues, completing sentences, answering true/false questions, and drafting and writing profiles.Let's get started
Let's get startedjoeblues
油
This document outlines the contents and activities for an English language learning unit titled "Let's Get Started". The unit aims to develop students' oral and written skills, language awareness, and sociocultural awareness through activities focused on personal information, likes/dislikes, daily routines, household chores, and unusual jobs. It consists of 8 sessions with activities like introducing themselves, drafting a class contract, reading texts and answering comprehension questions, listening exercises, grammar exercises, vocabulary practice, and writing assignments. The goal is for students to practice English communication skills and learning strategies.123
123chanwipa
油
The document describes 12 sample classroom activities for teaching English to students. The activities focus on a variety of language skills including vocabulary, grammar, speaking, and listening. Some of the activities described are matching pictures to numbers, memorizing pictures, picture cover up, double sided word cards, and a hot potato game. The activities are intended to make learning interactive and fun for students while focusing on different aspects of the English language.Noemi ppp
Noemi pppnoemialbertos
油
The document describes 12 sample classroom activities for teaching English to students. The activities focus on a variety of language skills including vocabulary, grammar, speaking, and listening. Some of the activities described are matching pictures to numbers, memorizing pictures, picture cover up, double sided word cards, and a hot potato game. The activities are intended to make learning interactive and fun for students while focusing on different aspects of the English language.Dossier nivel 5 vela_sarricolea_arriaga
Dossier nivel 5 vela_sarricolea_arriagaLuis Arriaga
油
This dossier describes a lesson plan for a university English course focusing on the present perfect tense. The lesson includes icebreaker activities, vocabulary practice, grammar exercises, reading comprehension, listening activities, and a group project to practice discussing life experiences using the present perfect. The teacher aims to make the lesson interesting while balancing grammar and communication goals.Teaching grammar with fun
Teaching grammar with funIrina K
油
This document provides descriptions of 28 sample language teaching activities. The activities focus on a variety of language skills including vocabulary, grammar, listening, speaking, and writing. Some of the key activities described include matching pictures to numbers, memorizing pictures, picture cover up, double sided chunks, hot potato game, Simon says, feeling jar, ready made pictures, mixed words/letters, weather, what's in my hand, sequence in cards, expressing feelings through sounds, substitution drills, cross questions, eliciting adjectives from pictures, fastest wins vocabulary game, and A-B cooperation. The activities aim to make language learning engaging and interactive through visuals, movement, and games.Comenius in service training Ipswich UK 17-29 June 2012
Comenius in service training Ipswich UK 17-29 June 2012patriziaroma60
油
This document provides an overview and agenda for a training event on using new technologies for teaching English. It includes discussions on the English education system, the role of new technologies in language teaching, and workshops demonstrating various digital tools and hands-on activities. Workshop sessions will cover using technology for vocabulary development, task-based learning approaches, games, timelines, concept maps, podcasts, and more. Site visits to local schools are also included to observe technology integration in the classroom. The goal is to equip teachers with innovative and engaging ways to teach English using new educational technologies.39activitiesforenglishlesson 1229870276087345 2
39activitiesforenglishlesson 1229870276087345 2Sek Ren DPS Ukong Tut II
油
The document provides descriptions of 36 different classroom activities for teaching English. The activities cover a range of language focuses including vocabulary, grammar structures, speaking and listening skills. Some examples are matching pictures to numbers, feeling jars where students act out emotions, memory games to practice sentences, and dollar awards games involving questions and prizes. The activities are meant to make lessons engaging for students through games, movement and using different skills.39 Activities for English Lesson
39 Activities for English Lessonyolyordam yolyordam
油
The document provides descriptions of 36 different classroom activities for teaching English. The activities focus on a variety of language skills including vocabulary, grammar, speaking, and listening. Some example activities described are matching pictures to numbers, memorizing pictures, guessing covered parts of pictures, and playing games like hot potato and Simon says to reinforce vocabulary.Assignment n尊 2 HOT POTATOES ACTIVITIES
Assignment n尊 2 HOT POTATOES ACTIVITIESanidemiguel
油
This document outlines a 3 lesson unit plan for a 2nd grade Spanish class focusing on toys. Lesson 1 introduces vocabulary for toys and has students watch a video clip to identify toys. Lesson 2 revises toy vocabulary and introduces materials toys are made of through a song. Lesson 3 teaches the structures "I have got" and "I haven't got" through a guessing game and sentence ordering activities. Each lesson incorporates various educational software tools and activities to reinforce vocabulary and grammar.ECML Presentation
ECML PresentationRobert O'Dowd
油
This document discusses bringing language learners together through virtual collaboration and exchange in both formal and informal learning contexts. It identifies challenges in foreign language education in Europe that telecollaboration can help address. Examples are provided of telecollaboration projects between pre-primary students in Spain and the US, and between university students in Spain and the US. Both formal exchanges within classrooms and informal exchanges through social media are discussed. Support for educators to facilitate such exchanges is also covered.PRIMARY SCHOOL - CLASS 3
PRIMARY SCHOOL - CLASS 3Laura Roman
油
This lesson plan is for a 6th grade English class at Escuela Manuel Belgrano in Comodoro Rivadavia, Argentina. The lesson focuses on practicing the past continuous tense and simple past tense through vocabulary related to holiday activities. Students will review vocabulary, listen to a short story, answer comprehension questions, and discuss their favorite parts of the story. The plan incorporates group work, individual activities, and storytelling to engage students and work on their four language skills.Lesson plan: On the other side of the world
Lesson plan: On the other side of the worldestefita000
油
This lesson plan aims to teach an upper-intermediate English conversation class about travelling to different places around the world. The plan has three objectives: 1) To identify different travel destinations, 2) To use gerunds as objects of prepositions when discussing moving abroad, and 3) To create hypothetical situations using mixed conditionals about travelling to a new country. A variety of activities use pictures, sentences, and articles to help students meet these objectives, including discussing travel experiences, writing sentences with gerunds, and roleplaying scenarios that might occur when travelling internationally.Lesson plan 4 Secondary Level
Lesson plan 4 Secondary LevelEmili L坦pez
油
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.39activitiesforenglishlesson
39activitiesforenglishlessonsiyahlale
油
The document provides descriptions of 36 different classroom activities focusing on English language learning, including games, drills, and exercises to practice vocabulary, grammar, speaking, and other skills. The activities involve actions, pictures, movement, and interaction to engage students visually and physically in addition to language practice. The variety of activity types allows teachers to select methods suitable for different language focuses and skill levels.1st unit plan lla 1ro medio pamela
1st unit plan lla 1ro medio pamelaPamela Sanhueza
油
The document outlines a 3-lesson unit plan for a 1st grade English class that focuses on teaching the differences between simple past and "used to/didn't use to" past tenses. The unit aims to help students identify vocabulary related to farming and animals, understand how to use simple past and past habitual tenses in writing, and assess their learning through activities like filling in texts, answering questions, and creating their own presentations.Barrionuevo secondary - lesson plan 1 - passed
Barrionuevo secondary - lesson plan 1 - passedPatricia Barrionuevo
油
The document is a lesson plan for a secondary level English class. It outlines the goals of reviewing simple past tense verbs and teaching how to ask and answer questions about past events. The 80-minute lesson includes lead-in activities to introduce the topic of past events, a presentation reviewing simple past verbs and teaching wh- questions, and three developmental activities having students complete texts and questions about past events. The plan integrates listening, speaking, reading and writing skills and uses various materials and group/pair work.PRIMARY SCHOOL - CLASS 2
PRIMARY SCHOOL - CLASS 2Laura Roman
油
This document provides details about an English lesson plan for 6th grade students in Comodoro Rivadavia, Argentina. The 120-minute lesson focuses on reviewing past verb forms and learning vocabulary related to activities and objects used during holidays. A variety of activities are outlined to introduce new vocabulary through audio recordings and pictures, practice pronunciation of gerund forms, describe past activities in pairs, read sentences using past continuous tense, and play matching and charades-style games to reinforce learning. Formative assessment of students' understanding is integrated throughout the lesson.Ad
Hot potatoes lesson plan
- 1. Lisandro Paz - Lorena Fern叩ndez ICT APPLIED TO ENGLISH TEACHING 2010 Assignment 2 Educational software Authoring tools UNIT OF WORK: Travelling LEVEL: Pre-intermediate STUDENTS AGE: Adults, young adults. OBJECTIVES; To ask and give information at the airport. To greet and introduce yourself and others when meeting people. To learn vocabulary (collocations, fixed expressions) related to travelling and social encounters. SOURCE: English File (Pre-intermediate) Activity 1 - AT THE AIRPORT - FILL IN THE GAPS Description: (JClose) There are three conversations that take place at the airport. The students will have to fill in the gaps with the correct word. If they need a hint, the score will be lower than if they do it without any help. Then they can check the answers. Objective: To ask and give information at the airport. Activity 2 - MEETING PEOPLE - MIXED-UP SENTENCES Description: (JMix) Some scrambled words are provided for the students to order them and build up sentences. They will have to click on each word in the right order. Objective: To learn expressions for introducing themselves and others and greetings. To be able to arrange words to get coherent sentences.
- 2. Activity 3 - CHECKING IN FOR A FLIGHT - CROSSWORD Description: (JCross) The students will have to click on the number of each word to read the definitions, then they will write the word in the gap provided for the answer and press ENTER, after this the word will be placed into the crossword automatically. Objective: To learn specific vocabulary related to the topic. This crossword will provide the students with the usual lexical items used when checking in for a flight. Activity 4 - TRAIN SERVICES - QUIZ Description: (JQuiz) The students will have to read a short text and answer the questions about it by filling in the gaps provided for the responses. Objective: To be able to understand a text and answer questions. Activity 5 - FREE TIME - MATCHING EXERCISE Description: (JMatch) The students will have to match the expressions to the corresponding picture by dragging it to the right place. Objective: To learn collocations with the verb GO. To talk about free time activities.