If you follow me on Instagram, you might have seen the photo below. It shows the board work of a lesson I taught yesterday, based on an article from the Guardian describing the WhatsApp scandal in the Brazilian presidential elections.
It’s unlikely this lesson is for you if you don’t live in Brazil, but enough of my friends showed interest in it that I decided to make a quick post for it.
Thi, Eduardo, Gustavo and Ana, this one is for you 🙂
I’ve been busy with an intensive Celta in January, but last Friday I found time to present a webinar for BRAZ-TESOL. The recording is now available online and I have posted it below, together with the slides from my presentation.
Last month I had the pleasure to present two talks at the Braz-Tesol international conference. One of them was about pronunciation and TV series and it is now available here.
This is my first proper video post (although I did record some voice-overs for this post) and it was brought about by an article I read this morning.
A couple of days after my blogpost about error correction in one-to-one lessons I had an interesting discussion on Facebook about using phonemic symbols with students.
It had never occurred to me that a teacher would be against it, but apparently that is the case. So I’ve decided to write about the reasons why I think using them is beneficial for students.
Error correction is something I have been thinking a lot about recently. This was partly motivated by Luiz Otávios plenary (which I wrote about here), but also because I have been observing lessons every week as a Celta tutor in training.
I have previously written about error correction in conversation lessons here and more in general here, so today I’m going to tackle it from the perspective of one-to-one lessons.
Last week I took part in my first BrELT Chat, the topic of which was conversation lessons. At the very end of the chat participants were asked to contribute a final thought and I said ‘aula de conversação também tem correção’ which translates to ‘there should be correction in conversation lessons’.
In a lot of ways, I think the same techniques can be used for error correction in both a conversation lesson and a ‘regular’ lesson. You can see some examples in my previous post on the same topic. What may change, however, is what I choose to correct, rather than how I correct it. Continue reading
I have recently become a Celta TiT (Tutor in Training) and something I have been thinking a lot about is error correction (or lack thereof). Aside from correcting students in the first place, there was something said during the course that I thought was particularly important: it makes a big difference if you involve students in the correction and give them a chance to use the target language after it has been corrected. What follows are two examples of how I dealt with mistakes in my lessons last semester.
ricardo barros elt 