Error Analysis in Writing Mary-1

 

Subject

Second Language Acquisition and Learning  Learning 

Student data Last name: Patiño Astudillo Name: Mary Noemí

Date

May 17th, 2021

Practical Application: Error Analysis An application of error analysis will be performed in an 8TH  grade classroom of a private school in which 28 boy students are enrolled. They have an A2 English level. In the previous class, the students learned about the third person singular when using the simple present tense (the rules of adding a dding “s” or “es”). However, after a after a writing activity in which students were asked to choose a member of their families to write a short paragraph about his or her daily routines, the teacher noticed that a great number of students had problems with the application of the rules. Hence, the teacher has planned this activity to treat student’ errors since errors  since it is a significant action when acquiring a foreign language.

First, the teacher helps students be aware of their errors by exemplification. In this step, the students work in groups of four. The teacher then gives students ten incorrect sentences taken from their previous writing activity. The students must find the errors and correct them by themselves, although, the teacher is always ready to guide students with their difficulties in the developing of this activity. Once the sentences are correct, the teacher writes on the board five more incorrect sentences to be corrected by the entire class at the same time. In this activity, the students practice their reading and writing skills. (Time: 10 minutes)

As a second step, the teacher presents a drill. The teacher shows students flashcards about daily routine activities. She says a sentence while showing the flashcard, (She

wakes up at 6 am, He brushes his teeth after breakfast…etc.) All breakfast…etc.) All the students repeat     )    R    I    N    U     (    a    j    o    i    R    a    L    e     d     l    a    n    o    i    c    a    n    r    e    t    n    I     d    a     d    i    s    r    e    v    i    n    U       ©

the sentences after the teacher (Repetition). The teacher continues the same process with all the flashcards. (Estimated time: 10 minutes) After practicing all the verbs relating to daily routines, the teacher shows the flashcards again, but this time, she elicits students to replace the subject and the time in order to form sentences with real information about any member of their family, (i.e. My mom wakes up at 7 am. My dad brushes  his teeth after breakfast…and so

Unit 6. Activities  Activities 

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Subject

Second Language Acquisition and Learning  Learning 

Student data Last name: Patiño Astudillo Name: Mary Noemí

Date

May 17th, 2021

on) (substitution). The teacher helps students in the production of sentences when necessary. Listening and speaking skills are improved throughout these activities. (10 minutes)

Next, a mechanical practice is presented. The students work in groups of four. They must read the paragraph to complete the sentences according to the pictures. Guidance is provided by the teacher to ensure correct answers from the students. In this activity, the students are practicing their reading skill. (Time: 10 minutes)

Finally, the teacher draws a chart on the board and asks a student, “What “What time  time do you wake up?”. up?”. The The student’s answer is written on the chart. Then, another student is asked, “When “When do you brush your teeth?” teeth?” The answer is written in the chart as well. The teacher then explains to students that they will receive a chart. They will have to interview five of their classmates and write their answers on the chart. (10 minutes) To finish the lesson, some students will read the information from the chart to the whole class.

    )    R    I    N    U     (    a    j    o    i    R    a    L    e     d     l    a    n    o    i    c    a    n    r    e    t    n    I     d    a     d    i    s    r    e    v    i    n    U       ©

Unit 6. Activities  Activities 

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Subject

Student data

Second Language Acquisition and Learning  Learning 

Last name: Patiño Astudillo Name: Mary Noemí

Date

May 17th, 2021

APPENDIX: 1.  EXEMPLIFICATION Read the sentences and correct the mistakes. 1.  My sister never clean her bedroom. 2.  My mom and dad doesn’t goes to work at 7:00 am. 3.  My brother usually wake up at 6:00 am. 4.  My dog run in the house. 5.  My dad get up at 8 o’clock o’clock on  on weekends. 6.  My two brothers don’t watches don’t watches TV in the afternoon. 7.  My sister study in the morning. 8.  My grandmother live next to us. 9.  They plays soccer in the afternoon. 10. Classes starts starts at 7:15 in the morning. morning.

2.  DRILL - 

Daily routines. Listen to the teacher and repeat the sentence. (Repetition)

- 

Look at the picture and say a sentence. Refer to a family member. (Substitution)

    )    R    I    N    U     (    a    j    o    i    R    a    L    e     d     l    a    n    o    i    c    a    n    r    e    t    n    I     d    a     d    i    s    r    e    v    i    n    U       ©

Picture 1. Daily routines. Source: ttps://co.pinterest.com/pin/815784919975697508/?amp_client_id=CLIENT_ID(_)&mweb_unauth_id=&simplified=true

Unit 6. Activities  Activities 

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Subject

Second Language Acquisition and Learning  Learning 

Student data Last name: Patiño Astudillo Name: Mary Noemí

Date

May 17th, 2021

3.  MECHANICAL PRACTICE: Complete the paragraphs.

Picture 2: Third person of Singular     )    R    I    N    U     (    a    j    o    i    R    a    L    e     d     l    a    n    o    i    c    a    n    r    e    t    n    I     d    a     d    i    s    r    e    v    i    n    U       ©

Source:

https://en.islcollective.com/english-esl-worksheets/grammar/presen https://en.islcollectiv e.com/english-esl-worksheets/grammar/present-simple-tense-s-third-p t-simple-tense-s-third-personerson-

singular/pauls-daily-routine/125673   singular/pauls-daily-routine/125673

Unit 6. Activities  Activities 

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Subject

Student data

Second Language Acquisition and Learning  Learning 

Last name: Patiño Astudillo Name: Mary Noemí

Date

May 17th, 2021

CHART: Ask your classmate about his daily routine and write the information in the chart.

Name 1.  Carlos

6:15 am.

6.20 am.

6:30 am.

6:40 am.

6:45 am.

7am.

2.  3.  4.  5. 

To conclude the lesson, the students will read their charts with complete sentences. sentences.

BIBLIOGRAPHY Filopoulou, M. (2020). iSLCollective. Present simple tense: S for third person singular verbs. Greece: iSLCollective.com

    )    R    I    N    U     (    a    j    o    i    R    a    L    e     d     l    a    n    o    i    c    a    n    r    e    t    n    I     d    a     d    i    s    r    e    v    i    n    U       ©

Unit 6. Activities  Activities 

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