Mistakes and their correction Презентация выполнена учителем английского языка МОУ СОШ № 21 города Ставрополя Борисенко Валентиной Борисовной.

Mistakes Mistakes show problems Mistakes show problems either with accuracy, i.e. using the correct form of the language, either with accuracy, i.e. using the correct form of the language, or with communication, i.e. sharing information clearly or with communication, i.e. sharing information clearly

Mistakes oral written

Learners can make oral or written mistakes. Oral mistakes are mistakes learners make when they are speaking. They make mistakes in the accuracy of, for example, grammar, pronunciation or vocabulary or in the degree of formality of the language they use.

In written language, learners make mistakes, In written language, learners make mistakes, for example, in grammar, spelling, paragraphing, ordering of information or punctuation.

Mistakes errors slips Learners are usually able to correct slips themselves

Why should we correct student’s mistakes? The teacher has set up the communicative activity and allowed it to follow, giving the learners the maximum opportunity to participate and to use their language skills to the full. The lesson ends without a feedback stage and the students leave the classroom. The teacher has set up the communicative activity and allowed it to follow, giving the learners the maximum opportunity to participate and to use their language skills to the full. The lesson ends without a feedback stage and the students leave the classroom. They have certainly practiced speaking and, no doubt, practiced listening. What, on the other hand, have they learnt? They have certainly practiced speaking and, no doubt, practiced listening. What, on the other hand, have they learnt? They may be left with the feeling that although they were practicing using their English, they were making a lot of errors and that no-one was taking responsibility for dealing with these errors. They may be left with the feeling that although they were practicing using their English, they were making a lot of errors and that no-one was taking responsibility for dealing with these errors. On the other hand, we should remember that it makes learners lose motivation if we correct every mistake they make. On the other hand, we should remember that it makes learners lose motivation if we correct every mistake they make.

When we correct learners we show them that something is wrong and that they have made a mistake. When we correct learners we show them that something is wrong and that they have made a mistake. We correct these mistakes in different ways. We correct these mistakes in different ways. We use oral correction techniques to correct oral mistakes and written correction techniques to correct written mistakes We use oral correction techniques to correct oral mistakes and written correction techniques to correct written mistakes

Oral correction Drawing a time line on the board. Time lines show learners the relationship between the use of a verb tense and time. This technique is particularly used for mistakes such as ‘I have seen that film two weeks ago’. The time line to show this mistake might look like this. Drawing a time line on the board. Time lines show learners the relationship between the use of a verb tense and time. This technique is particularly used for mistakes such as ‘I have seen that film two weeks ago’. The time line to show this mistake might look like this. Past Now Future Past Now Future two weeks ago This shows learners that, because the event is in the past and the time is specified, they cannot use the present perfect.

Finger correction This shows learners where they have made a mistake. This shows learners where they have made a mistake. We show one hand to the class and point to each finger in turn as we say each word in the sentence. We show one hand to the class and point to each finger in turn as we say each word in the sentence. One finger is usually used for each word. One finger is usually used for each word. This technique is particularly used when learners have left out a word or when we use a contraction, for example I’m working rather than I am working. We bring two fingers together to show that we want them to bring the two words together. This technique is particularly used when learners have left out a word or when we use a contraction, for example I’m working rather than I am working. We bring two fingers together to show that we want them to bring the two words together.

Echo technique It means repeating. Repeating what a learner says with rising intonation will show the learner that there is a mistake somewhere. You will find this technique works well when learners have made small slips which you feel confident they can correct themselves. It means repeating. Repeating what a learner says with rising intonation will show the learner that there is a mistake somewhere. You will find this technique works well when learners have made small slips which you feel confident they can correct themselves.

Correction symbols Some teachers use prompts for correction while speaking. Some teachers use prompts for correction while speaking. Some well-known examples are: Some well-known examples are: Make a ‘T’ with fingers to illustrate missing ‘the’. Make a ‘T’ with fingers to illustrate missing ‘the’. Show a small word missing by holding thumb and forefinger close together. Show a small word missing by holding thumb and forefinger close together. Cross hands over to show wrong word order. Cross hands over to show wrong word order.

Pull ear to show irregular past tense: ‘ear’ sounds the same as the first syllable in ‘irregular’. Pull ear to show irregular past tense: ‘ear’ sounds the same as the first syllable in ‘irregular’. ‘With’ and ‘by’ e. g. with car – teacher waves to signal ’bye’, which sounds the same as ‘by’. ‘With’ and ‘by’ e. g. with car – teacher waves to signal ’bye’, which sounds the same as ‘by’. Missing ‘ing’ e. g. I am wait for a bus – T says ‘(t)ing’ like a bell ringing. Missing ‘ing’ e. g. I am wait for a bus – T says ‘(t)ing’ like a bell ringing. Unnecessary ‘to’ e.g. I must to go draw -2 (minus two) on the board in the air. Unnecessary ‘to’ e.g. I must to go draw -2 (minus two) on the board in the air. Buzz like a bee to show missing verb ‘be’ e. g. I going. Buzz like a bee to show missing verb ‘be’ e. g. I going.

Correction table Draw a table on the board. While students are talking, point to the type of mistake, giving students a chance to self-correct. You could ask for volunteers to speak, e. g. a pair. Afterwards students could try it in groups, with two speaking and one listening and pointing. A table could look like this: Draw a table on the board. While students are talking, point to the type of mistake, giving students a chance to self-correct. You could ask for volunteers to speak, e. g. a pair. Afterwards students could try it in groups, with two speaking and one listening and pointing. A table could look like this: Preposition Wrong tense, Preposition Wrong tense, Wrong/ missing e.g. simple/continuous Article a/ Simple present, Word order, the missing 3 rd person – s, e.g. I speak well /wrong e.g. He go. English. They goes They goes

Speaking graphs Ask for a pair of volunteers to speak on a certain subject. While they are speaking, draw a line on a graph which represents the students’ level of speaking quality. When mistakes are made the line goes down. When the students are speaking well, it goes up. Make a note of the positive things as well as the mistakes Ask for a pair of volunteers to speak on a certain subject. While they are speaking, draw a line on a graph which represents the students’ level of speaking quality. When mistakes are made the line goes down. When the students are speaking well, it goes up. Make a note of the positive things as well as the mistakes

Here’s an example of a feedback commentary. After a slow start, this conversation picks up. The Here’s an example of a feedback commentary. After a slow start, this conversation picks up. The