英语课堂纠错技巧ppt课件
合集下载
高中英语课件-correct mistakes
• 一．单句改错.（下列句子各有一 处错误，请改正）
• 1.Now people get a lot of informations from TV.
• 2.German is a European country.
• 3.They didn’t want me to do any work at family.
• 42.Please excuse us for not able to say goodbye to you. not后加being
• 43.I rushed out of the house as quickly as ppoossssiibbllye.
• 44.FFoolllloowwing the road and you will find the store.
• 4.Yesterday I met an old friend of my father.
• 5.Boys and girls, don’t lose hearts. Do better next time.
• 6.They are of different size.
• 7.It is so beautiful place that you must visit it.
• 69.We must return back to school this afternoon.
• 70.Child as he is, but he knows a lot.
71. There are a hospital and a shopping center in this block.
• 24.It starts with choosing a tree from neither a farm or a store.
• 1.Now people get a lot of informations from TV.
• 2.German is a European country.
• 3.They didn’t want me to do any work at family.
• 42.Please excuse us for not able to say goodbye to you. not后加being
• 43.I rushed out of the house as quickly as ppoossssiibbllye.
• 44.FFoolllloowwing the road and you will find the store.
• 4.Yesterday I met an old friend of my father.
• 5.Boys and girls, don’t lose hearts. Do better next time.
• 6.They are of different size.
• 7.It is so beautiful place that you must visit it.
• 69.We must return back to school this afternoon.
• 70.Child as he is, but he knows a lot.
71. There are a hospital and a shopping center in this block.
• 24.It starts with choosing a tree from neither a farm or a store.
小学英语改错技巧完整ppt课件
可编辑课件PPT
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主要考查习惯搭配方面的基础知识，其错 误表现形式主要有三种：多词、少词和搭 配错误。
可编辑课件PPT
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对连词的考查主要涉及and, but, or, so 等几 个表示并列、转折、选择、因果等关系的词 语。
可编辑课件PPT
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主要涉及 1. 形容词和副词比较等级的误用(尤其是在本 身已是比较级的词前误加more) 2. 形容词与副词的混用(如修饰动词时误用形 容词或修饰名词时误用副词) 3. 用作表语时该用形容词的却误用了名词 4. 涉及形容词搭配的as…as 结构、how 与 what 的混用
可编辑课件PPT
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主要考查动词时态、情态动词、动 词用法辨析、动词 be 的误加与漏 用等。
可编辑课件PPT
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主单数的地方误用其复数。
可编辑课件PPT
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对冠词的考查主要涉及冠词的误加和漏用， 有时也考查不定冠词与定冠词以及零冠词 的用法区别(包括 a 与 an 的区别)。
改错技巧
题型：
• 1. 选出错误的选项 • 2. 选出错误的选项并改正
可编辑课件PPT
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改错步骤
1.浏览全句，掌握大意 2. 分词阅读，逐词找错 3. 检查核对，攻克难点
可编辑课件PPT
3
逐词找错，错在那里？
动词形，名词数．
还要注意形和副．
代词格，细领悟 介词短语须关注．
习惯用法要记住．
冠词连词常光顾．
小学英语改错技巧课件
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7
主要涉及 1. 形容词和副词比较等级的误用(尤其是在 本身已是比较级的词前误加more) 2. 形容词与副词的混用(如修饰动词时误用 形容词或修饰名词时误用副词) 3. 用作表语时该用形容词的却误用了名词 4. 涉及形容词搭配的as…as 结构、how 与 what 的混用
8
主要考查习惯搭配方面的基础知识，其错 误表现形式主要有三种：多词、少词和搭 配错误。
5
主要涉及名词的单复数问题，即 在该用复数的地方误用其单数， 或在该用单数的地方误用其复数。
6
对冠词的考查主要涉及冠词的误加和漏用， 有时也考查不定冠词与定冠词以及零冠词 的用法区别(包括 a 与 an 的区别)。
对连词的考查主要涉及and, but, or, so 等几 个表示并列、转折、选择、因果等关系的 词语。
改错技巧
题型：
• 1. 选出错误的选项
• 2. 选出错误的选项并改正
2
改错步骤
1.浏览全句，掌握大意 2. 分词阅读，逐词找错 3. 检查核对，攻克难点
3
逐词找错，错在那里？
动词形，名词数． 还要注意形和副． 代词格，细领悟 介词短语须关注． 习惯用法要记住． 冠词连词常词用法辨析、动词 be 的误加与漏 用等。
高考英语：如何进行改错公开课课件(共40张PPT)
❖ When I was in high school , most of my friend had bicycles. I hoped I could also have it. One day I saw a second-hand bicycle ,that was only one hundred yuan . I asked my father the money. But he said he could only give me half of the money. He should find the other half myself. So I went to sell newspaper after the school. My father was pleasing when I showed him the money a month after. He gives me the other fifty . You can imagine what much happy I was when I rode to school on my own bicycle.
So I went to sell newspaper after the school. 冠词连词常关顾
My father was pleasing when I showed him the pleased 还要注意形和副
money a month after. later 习惯用法要记住
He gives me the other fifty . You can
_A__t_ Christmas Eve, Jim went with his
1.__o_n__
介词短语常常考，习惯用法要记住
小学英语改错技巧课件
词性错误
学生对于单词的词性掌握不够，例如将形容词误用为动词，或者将名词误用为形容词。
单复数错误
学生对于可数名词和不可数名词的区分不够明确，例如将“a glass of milk”误写为“a glass of milks”。
词汇错误产生的原因
1
学生对于词汇的掌握不够熟练，缺乏词汇的积 累和运用。
2
学生对于语法规则的理解不够深入，容受到 汉语语法的影响。
小学英语改错技巧课件
contents
目录
• 引言 • 词汇错误改正技巧 • 语法错误改正技巧 • 阅读理解错误改正技巧 • 写作错误改正技巧 • 考试策略和技巧
01
引言
引言
课程背景
• 学生在英语写作和语法方面存在 错误
• 提高学生英语改错意识和能力 • 培养学生在写作和语法方面的自
我纠错能力
教学目的
文章描述的事件或动作与正确的时态不符 ，如过去时态与现在时态混淆。
文章中的主语和谓语动词在人称和数上不 一致，如第三人称单数主语未使用相应的动 词形式。
词汇错误
结构不清晰
对词汇的误解或误用，如将“because” 误写为“since”。
文章段落结构不清晰，缺乏明确的主题句 和分点。
阅读理解错误产生的原因
• 帮助学生了解错误类型及产生原 因
• 教授正确的语法和拼写规则 • 提高学生自我纠错意识和能力
课程结构
• 第一部分：错误类型分析 • 第二部分：语法规则讲解 • 第三部分：改错技巧训练 • 第四部分：综合练习与评估
02
词汇错误改正技巧
常见词汇错误
拼写错误
学生对单词的拼写不熟悉，导致拼写错误，例如将“write”拼写为“wright”。
高考英语一轮复习改错公开课精品PPT课件
went
The instructor kept repeating the words, “Speed up!” “Slow down!” “Turning
left!”
Turn
[2017 全国III] I had grown not only physically and also mentally in the past few years.
long
Review:形容词变副词须注意：
They say good friends are hard to find. Lucky, I know where you
are.
Luckily
If I delete your number, you are basic deleted from my life.
考察方向
卷别项目 体裁 动 非谓语 形容词 名词 冠词 数词 连词 介词 代词 情态
词 动词 和副词
动词
卷一 记叙文 2 0
3 111 110 0
2019 卷二 记叙文 1 1
3 110 111 0
卷三 记叙文 3 0
2 010 211 0
卷一 记叙文 2 0
1 110 311 0
2018 卷二 说明文 1 1
knowledge [2017全国II] They often get some useful informations from the internet.
information
[2015全国 II]
One day, little Tony went to a shopping center with his parent.
have
About one month after this photo was took, I entered my second year of high
小学英语改错技巧课件
Analyze presence structure and identify error points
Summary word
Analyze sentence structure
Detailed description
By analyzing sentence structure, different types of errors such as grammar errors, spelling errors, and punctuation errors can be identified. At the same time, it is also possible to check whether the sentence conforms to English grammar rules and expression habits.
3. Singular and plural noun errors: For example, "The apple is red" should be changed to "The apples are red".
Vocabulary errors
01
02
03
04
05
Summary: Vocabulary errors are usually caused by inaccurate understanding of word spelling, pronunciation, or meaning.
Developing English self-directed learning ability: This course focuses on cultivating students' self-directed learning ability. Through practice and reflection, students will learn to independently discover and correct errors in English learning.
英语课堂纠错技巧
达）
B
8
3. 强调法（Pinpointing）
教师重复学生的话，有意重读和拖长出错部分的发音或用升调以 表示特别强调。
S: I am going in Beijing. T: I am going IN (?) Beijing? S: I am going to Beijing.
4. 启发法（Elicitation）
to work by a car…by car. She likes travel…traveling.
B
12
There are long trees on each side of my street.
B
5
2、区别对待系统性差错与语误 系统性差错是指学习者尚未掌握或尚未完全掌握目的语的
体系而出现的错误，也被称作语言能力错误。
• The girl dreamed to become a famous singer .
• S2: And you confused do and does here, too.
三、纠错技巧
1. 直接纠错法（Explicit correction） 2. 直接纠错是指学习者出现错误时，教师打断其语言训练或实践活 3. 动，对其错误予以正面纠正（说出正确的语言形式，并让学生改正
课堂用语通常有：You should say… / No, you shouldn't say that. / Read after me. / Pay attention to… / Oh, you mean… / We don’t say…in English. We say…等。
T: Well, please say something about your aunt.
B
8
3. 强调法（Pinpointing）
教师重复学生的话，有意重读和拖长出错部分的发音或用升调以 表示特别强调。
S: I am going in Beijing. T: I am going IN (?) Beijing? S: I am going to Beijing.
4. 启发法（Elicitation）
to work by a car…by car. She likes travel…traveling.
B
12
There are long trees on each side of my street.
B
5
2、区别对待系统性差错与语误 系统性差错是指学习者尚未掌握或尚未完全掌握目的语的
体系而出现的错误，也被称作语言能力错误。
• The girl dreamed to become a famous singer .
• S2: And you confused do and does here, too.
三、纠错技巧
1. 直接纠错法（Explicit correction） 2. 直接纠错是指学习者出现错误时，教师打断其语言训练或实践活 3. 动，对其错误予以正面纠正（说出正确的语言形式，并让学生改正
课堂用语通常有：You should say… / No, you shouldn't say that. / Read after me. / Pay attention to… / Oh, you mean… / We don’t say…in English. We say…等。
T: Well, please say something about your aunt.
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达）
8
3. 强调法（Pinpointing）
教师重复学生的话，有意重读和拖长出错部分的发音或用升调以 表示特别强调。
S: I am going in Beijing. T: I am going IN (?) Beijing? S: I am going to Beijing.
4. 启发法（Elicitation）
教师通过以下方式启发学生纠正错误：
T: Now, look at this picture. What’s in it? S1: Three basket of apples. T: Three basket of apples? Is he right?（用目光或手势示意全班学生回答）
OK. Please correct it. SS: Three baskets of apples. T: Yes. Good. Well done. OK（转向犯错的学生）, do you understand?
when I was in bed.
三、纠错技巧
1. 直接纠错法（Explicit correction） 直接纠错是指学习者出现错误时，教师打断其语言训练或实践活 动，对其错误予以正面纠正（说出正确的语言形式，并让学生改正）
课堂用语通常有：You should say… / No, you shouldn't say that. / Read after me. / Pay attention to… / Oh, you mean… / We don’t say…in English. We say…等。
全局性错误指使用句子结构主要成分中出现的错误，导致句子 或话语难以理解或无法理解
I like take taxi but my friend said so not that we should be late for school.
语序颠倒、错用或漏用连接词、句法过度概括 局部性差错是指句子结构成分运用中出现的错误，但没有造成理 解问题
please. S: Oh, sorry. I had a bottle of milk, an egg and two cakes.
2. 重述法（Recasts） 重述是指教师对学生语言表达中的错误进行含蓄纠正。
• S: I think that the worm will go under the soil.（第一次表达） • T: I think that the worm will go under the soil? • S: …（没有回答） • T: I thought that the worm would go under the soil.（重述） • S: I thought that the worm would go under the soil.（第二次表
目产生影响，从而发生错误，它是目的语 错误或不完整学习的结果
例: He is coming. He comes.
生成错误： He is comes.
3
3、诱导错误（Induced errors）
教师讲授或学生练习不当造成的语言错误，主要表现 为教学诱导错误
例如，I am a teacher I am having an English class.
There are long trees on each side of my street.
5
2、区别对待系统性差错与语误 系统性差错是指学习者尚未掌握或尚未完全掌握目的语的
体系而出现的错误，也被称作语言能力错误。
• The girl dreamed to become a famous singer .
• T: Er? Who made your birthday cake? Once more.
• S: My mother. • T: Oh, your mother. And then repeat it please. • S: My mother made my birthday cake last night
3纠错方式
自我纠正（Self-correction）、 同学纠正（Peer-correction） 教师纠正（Teacher-correction）
6
• S1: What time do she usually do his homework? You confused his and her.
• S2: And you confused do and does here, too.
英语课堂口语纠错技巧
一、错误类型及其成因 二、纠错的原则 三、纠错技巧 四、纠错案例评析
1
一、错误类型及其成因
• 1、语际错误 母语迁移导致的错误。
The problem will discuss tomorrow”
分析：汉语中常用主动句型表示被动含义 而英语中必须体现被动语态。
2
• 2语内错误 一个目的语项目对另一个项
I am get up at six in the morning.”
4、交际错误
，
语法结构和用词上都没有问题，但在语境中显得很不恰当
在交际场合让人难以接受
“Are you married?” 或“How much do you earn every year?”
4
二、纠错的原则
• 1、区别对待全局性差错与局部性差错
T: What did you have for breakfast this morning? S: I have a bottle of milk, an egg and two cakes. T: Oh. You should say“I had a bottle of milk…”Read after me,
9
5、重复法（Repetition） 教师发现学生的语言错误后，可以要求学生重新回答， 并使用Once more. / Pardon? / Repeat please.等对学 生加以引导。如：
• S: I made my birthday cake last night when I was in bed.
8
3. 强调法（Pinpointing）
教师重复学生的话，有意重读和拖长出错部分的发音或用升调以 表示特别强调。
S: I am going in Beijing. T: I am going IN (?) Beijing? S: I am going to Beijing.
4. 启发法（Elicitation）
教师通过以下方式启发学生纠正错误：
T: Now, look at this picture. What’s in it? S1: Three basket of apples. T: Three basket of apples? Is he right?（用目光或手势示意全班学生回答）
OK. Please correct it. SS: Three baskets of apples. T: Yes. Good. Well done. OK（转向犯错的学生）, do you understand?
when I was in bed.
三、纠错技巧
1. 直接纠错法（Explicit correction） 直接纠错是指学习者出现错误时，教师打断其语言训练或实践活 动，对其错误予以正面纠正（说出正确的语言形式，并让学生改正）
课堂用语通常有：You should say… / No, you shouldn't say that. / Read after me. / Pay attention to… / Oh, you mean… / We don’t say…in English. We say…等。
全局性错误指使用句子结构主要成分中出现的错误，导致句子 或话语难以理解或无法理解
I like take taxi but my friend said so not that we should be late for school.
语序颠倒、错用或漏用连接词、句法过度概括 局部性差错是指句子结构成分运用中出现的错误，但没有造成理 解问题
please. S: Oh, sorry. I had a bottle of milk, an egg and two cakes.
2. 重述法（Recasts） 重述是指教师对学生语言表达中的错误进行含蓄纠正。
• S: I think that the worm will go under the soil.（第一次表达） • T: I think that the worm will go under the soil? • S: …（没有回答） • T: I thought that the worm would go under the soil.（重述） • S: I thought that the worm would go under the soil.（第二次表
目产生影响，从而发生错误，它是目的语 错误或不完整学习的结果
例: He is coming. He comes.
生成错误： He is comes.
3
3、诱导错误（Induced errors）
教师讲授或学生练习不当造成的语言错误，主要表现 为教学诱导错误
例如，I am a teacher I am having an English class.
There are long trees on each side of my street.
5
2、区别对待系统性差错与语误 系统性差错是指学习者尚未掌握或尚未完全掌握目的语的
体系而出现的错误，也被称作语言能力错误。
• The girl dreamed to become a famous singer .
• T: Er? Who made your birthday cake? Once more.
• S: My mother. • T: Oh, your mother. And then repeat it please. • S: My mother made my birthday cake last night
3纠错方式
自我纠正（Self-correction）、 同学纠正（Peer-correction） 教师纠正（Teacher-correction）
6
• S1: What time do she usually do his homework? You confused his and her.
• S2: And you confused do and does here, too.
英语课堂口语纠错技巧
一、错误类型及其成因 二、纠错的原则 三、纠错技巧 四、纠错案例评析
1
一、错误类型及其成因
• 1、语际错误 母语迁移导致的错误。
The problem will discuss tomorrow”
分析：汉语中常用主动句型表示被动含义 而英语中必须体现被动语态。
2
• 2语内错误 一个目的语项目对另一个项
I am get up at six in the morning.”
4、交际错误
，
语法结构和用词上都没有问题，但在语境中显得很不恰当
在交际场合让人难以接受
“Are you married?” 或“How much do you earn every year?”
4
二、纠错的原则
• 1、区别对待全局性差错与局部性差错
T: What did you have for breakfast this morning? S: I have a bottle of milk, an egg and two cakes. T: Oh. You should say“I had a bottle of milk…”Read after me,
9
5、重复法（Repetition） 教师发现学生的语言错误后，可以要求学生重新回答， 并使用Once more. / Pardon? / Repeat please.等对学 生加以引导。如：
• S: I made my birthday cake last night when I was in bed.