Papers by Saaema Wadkar
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Business English Teachers' Training mid term assignment
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Q1. Which do you think is the best form of error correction? Why? (Word limit 300) Answer: Correc... more Q1. Which do you think is the best form of error correction? Why? (Word limit 300) Answer: Correction is inherent nature of a teacher. It is really important and can't be ignored. We should also keep the cultural context in mind before correcting the students, as it helps to understand the barriers the student may go through in order to acquire English as his second language. Corrections can be broadly classified as: 1) self/student correction 2) peer correction 3) teacher correction. Correction is done if there is a mistake or error. I will focus on errors. Self correction is said to be the best way to correct, but I believe teacher correction is must and very important. Self correction or peer correction is appropriate at a stage when the students have knowledge about the mistakes done and they correct it. Teacher correction becomes necessary when the mistake becomes an error and student themselves are unable to correct it or repeat the same mistakes. Teacher correction is the last resort as we help students with better knowledge and examples that they might not be aware of in self correction or peer correction phases. If teachers stop to correct during oral interactions, emergent bilinguals do not improve. Instead, they may forget what they were trying to say, or else they may simply avoid talking. However, it is only when they engage in classroom discussions that English learners' oral language improves, and they move through stages of second language development. We should always correct our students. We owe that to them. They have the right to know if what they are saying is correct. It is also important to note we have to find a way to correct our students, so they are not bothered by our interventions. As a teacher, it's up to us to make them aware of errors without undermining their confidence. Learners who are open to correction learn faster, but most students, no matter their age, dislike public disclosure of their mistakes. This means our job as teachers is to help build openness to corrections, but also to protect students from the humiliation of being told they are wrong in front of their peers. We can do this by creating a culture of evaluation that realizes that errors in second language classrooms are to be expected, celebrated, and corrected through modeling. Q2. Plan a theme based lesson from the following list of contexts:
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Answer all the following questions: Q1. What are the differences between the young language learn... more Answer all the following questions: Q1. What are the differences between the young language learner and the adult learner in terms of language development? (Word limit 300) Ans. As we know young learners are different from adult learners in terms of language learning. The difference between children and adults lies primarily in the contrast between the child's spontaneous, peripheral attention to language forms and adult's overt, focal awareness of and attention to those forms. While children's fluency and naturalness are often the envy of adult's struggling with second languages. Children are different on many accounts such as:  Intellectual Development – rules, explanations, and other even slightly abstract talk about language can leave the child bewildered.  Attention span-their attention span is short.  Sensory Input-they need all five senses stimulated.  Affective Filters-they are very sensitive.  Authentic, Meaningful language-they focus on now and here, they want immediate rewards and success. Further this can be distinguished as: 1) Autonomy-Adult learners are very independent, while Young Learners aren't. It is possible to let adults work things out for themselves, organize themselves and even decide the direction of the lessons. With Young Learners, it is necessary to be in charge of the classroom, giving clear instructions and dealing effectively with learning strategies and classroom management. 2) Learning-Young Learners need to be given a wide variety of activities which relate to the different senses. Activities in a Young Learner classroom should be short. With adults it is possible to spend more time on learning tasks so it is possible to engage more deeply with the learning materials. Adult learners do not need much of activities as it would be boring to them. 3) Anxiety-Adults are generally more nervous in the classroom than Young Learners. Young Learners seem to have no fear and are willing to try anything as long as it is fun. Adults may feel anxious because of the fact that they are not the age of the " typical " learner and so they will approach activities with a sense of apprehension if they do not feel comfortable, they will need more positive encouragement.
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Answer any two questions from Section A. Section B is compulsory Section A Q2. Imagine you are wo... more Answer any two questions from Section A. Section B is compulsory Section A Q2. Imagine you are working with students on the language function of 'requesting for information'. The authentic material that you have selected is a railway timetable. Design a communicative game or a problem solving task in which the timetable is used to give your students practice in requesting information. Kindly mention time allotted for the task, language level and the age of students. The game 'information speaking' cards using the railway timetable Aim: Requesting information using the railway timetable. Materials: one copy of worksheet 1 and one copy of worksheet 2 for each pair of students , train number, map, and train timetable.
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module 1 midterm assignment
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Final Term Assignment for BETT module
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term end assignment
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Term End Assignment
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