Second edition

Time lines. We can draw a time line on the board to show learners the relationship between the use of a verb tense and the time or aspect. This technique is particularly useful for mistakes such as / have seen that film two weeks ago. The time line to show this mistake might look like this.


Fast


Now


Future


x


x - two weeks ago
This reminds learners that, because the event is in the past and the time is specified, they cannot use the present perfect The correct sentence is 1 saw that film two weeks ago.

2. 
   Finger correction. This shows learners where in an utterance they have made a mistake. We can indicate where the mistake is without: speaking and prompt learners to self-correct. We show one hand to the class and point to each finger in turn as we say each word in the utterance. This technique is particularly effective when learners have left out a word in an utterance, because we can indicate that something is missing and they can see where in the utterance the missing word should go. It is also helpful when we want them to use a contraction, for example I'm working rather than lam working. We bring two fingers together to show that we want them to bring the two words together. (See illustration on page 168.)
   
3. 
   Gestures and/or facial expressions are useful when we do not want to interrupt learners, but still, want to show them that they have made a slip. A worried or questioning look from the teacher is often enough to indicate to learners that there is a problem with what they have said. As well as using facial expressions, it is possible to use gestures to indicate different kinds of mistake. One gesture that teachers often use to remind learners that a past tense is needed is to point back over their shoulder. The gestures that teachers use depend on what is appropriate for their culture and teaching situation.
   

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Module з

4. 
   Phonemic symbols. When learners are familiar with phonemic symbols, we can use them lo locus on mispronounced sounds by pbihtihg dt the relevant symbols on the phonemic chart or writing the relevant symbol on the board. For example when a student uses a long vowel /ш/ when they should have used a short one /и/, or when they mispronounce a consonant,
   
5.