FIVE TEACHER DECISIONS HAVE TO BE MADE WHEN

WORKING WITH ORAL ERRORS IN CLASS

Students errors are evidence that progress in being
made.
1.- WHAT KIND OF ERROR

Errors show us that a student is experimenting with

Grammatical? Pronunciation? Etc.
language, trying out ideas, taking risks, attempting to
communicate, and making progress
2.-WHETHER TO DEAL WITH

Analyzing what errors have been made clarifies exactly Is it useful to correct it?
which level the student has reached
It’s important to considerate the aim of the activity.

3.-WHEN TO DEAL WITH IT

ERRORS AND Teachers can help students to make their own
correction ACCURACY FLUENCY
CORRECTION
Focused immediate Later
correction (scaffolding)
Correction techniques are good for motivating students
to work on that.
4.-WHO WILL CORRECT

Self- Student- Teacher-

These correction techniques may raise their own
correction student student
awareness about the language they are using.
Small group All class Coursebook

Taking into consideration that there are different kinds 5.-Which technique
of exam and how to deal with them.
Tell ss that Facial Finger
there’s an expressions correction
error
 It’s a branch of linguistic concerned with the
PHONOLOGY systematic organization of sounds in language

PRONIUNCIATION WORD STRESS AND

SOUNDS
IDEAS UNSTRESS

It’s a very important aspect of pronunciation

Phonemes
Model new words in context

A stress syllable is usually noticeable by

Modelling intonation Vowels Consonants Diphtongs

Reconize the feeling General ideas for working with phonemes CLEARLY FULL SOUND

Use dialogues Observation of mechanics

PROMINENCE
Tongue twisters
Chants
Transliteration Main stress Secondary stress

Shadow reading
Keep a phonemic chart

Voice setting Try phonemic crossword

TESTING SOME COMMON ITEMS TESTING
TECHNIQUES:
WE COULD TEST:
SINGLE SENTENCE

A progress test (the student progress over the course) GAP FILL CLOZE

A proficiency test (Their general level of English) GIVEN WORDS

MULTIPLE CHOICE
The five language systems and the four language skills.

Traditional “pen-and-paper.”
SENTENCE USING GIVEN WORDS
TRANSFORMATION
FOLLOWING A GIVEN
Testing specific Objectively/ CONSTRUCTION
language points. language
Discrete system.
SENTENCE CONSTRUCTION AND
Integrative A number of RECONSTRUCTION
items or skills
Subjectively/
tested in the TRUE/ FALSE
language skills. TWO-OPTION ANSWERS
same question.

CORRECT/ INCORRECT

MATCHING( PICTURES, WORDS,

SENTENCE, PIECES, LABELS, ETC.)