common mistakes in ELT, Monografías, Ensayos de Sociolingüística

G I V E Y O U R S T U D E N T S A C H A N C E T O S E L F - C O R R E C T , O R A P P L Y P E E R -

C O R R E C T I O N I N Y O U R C L A S S R O O M . S O M E S T U D E N T S L E A R N B E T T E R

W H E N T H E Y ’ R E C O R R E C T E D B Y T H E I R C L A S S M A T E S I N S T E A D O F T H E

T E A C H E R . ( K A W A S A K I , 2 0 2 0 )

E S C . S E C . O F 0 7 9 7 “ D R . J O S E C A R L O S S O S A M O S S ”

P R E - S E R V I C E T E A C H E R : K A R E N E D I T H P É R E Z M U Ñ O Z

R E A D I N G A N D M AT C H I NG

A V A IL AB LE T O FA IL B UT E AC H NE XT

T I M E TH EY H AV E TO W OR K IN TO

C O R RE CT I T.

As they weren’t familiarized with some of the vocabulary

they failed many times in the matching of this concepts.

A solution that could works is to give them or help them

to read the definition highlighting the key words that

they could know in order that they could related them

with the image cues.

When they are familiarized with the pronunciation but

of they effort, but let them know that sometimes

if they have known the meaning of what they are

translating, in this case a story made by their

own, is valid to use the translator to avoid these

situations.

S P E L L I N G

S T U D E N TS A R E 11 T O 1 2 Y E A RS O L D.

T H E Y A RE I N G RO U P 1º ” C ” .

T O T A L : 4 5 M A L E: 2 0 F E M A L E : 2 5