This is very useful when showing students contractions i.e. say: "I am going to go" but then indicate that 'I' and 'am' join by putting two fingers together.
S: "I go to home at 9pm every day." T: "I go ____ "and indicates a problem.
S: "I walking home last night when my cell phone rang." T: "I... ." and then frowns expecting the student to correct.
S: "I rike chocolate." T points to /l/ and point to what the student said. T asks the student to repeat the correct sound.
This is a good technique for lower level students i.e. they say: "I go yesterday" and the teacher says 'go' with rising intonation, making it a question.
Write the entire incorrect sentence on the board. At the end of an activity, ask the students to correct it.
S: "I go out last night." T: "In the past? Go in the past is...?"
S: "I took a bath while I watched TV." T indicates past continuous on a timeline, i.e. an activity which took place over a period of time
T counts on her/his fingers the amount of words that the S says and then raises his/her eyebrows to show incorrect amount of words.
Say the incorrect word/sentence to the students and then ask: "Does that sound right?" "If I will go, I will enjoy myself. Can anyone see anything wrong in that?"
ASK A QUESTION
FACIAL EXPRESSION
CHAIN CORRECTION, ASK OTHER STUDENTS
DRAW A TIME LINE
USE THE PHONEMIC CHART
GESTURE COMBINED WITH FACILA EXPRESSION
FINGER CORRECTION
ASK A ONE WORD QUESTION - TENSE?
REPEAT SENTENCE UP TO THE ERROR
WRITE THE PROBLEM SENTENCE ON THE BOARD