Teacher Educator materials originally developed for Vietnam's National

Foreign Languages Project by the British Council.

The Continuing Professional Development (CPD) frameworks for

teacher educators and teachers are an integral part of British Council’s
Teaching for Success approach. The frameworks are made available for
use by the British Council on a non-commercial Creative Commons
licence.

www.britishcouncil.org

Professional Practices: Planning, managing and moderating teacher

learning
Module 4.2: Final Project of Input session – Group 2

Level Lower secondary

Topic Techniques to correct students’ errors in speaking activities

Mode of Face-to-face
delivery

Duration F2f = 6 hours (2 sessions)

Aims To raise awareness of the importance and purpose of using

different techniques to correct students’ errors in speaking activities
in the lower secondary classroom and practice ways of using them
Learning By the end of the session teachers will be able to:
outcomes
● Identify the importance of error correction in speaking English

● Identify some common errors of students in speaking English

● Recognize some typical techniques to correct students’

speaking errors

● Use different techniques appropriate to their teaching context

to help students develop English speaking skills

● Use English effectively to correct students’ speaking errors

● Identify some pedagogical considerations in speaking error

correction

Part 2 F2F

Aim ● To identify the importance of error correction in speaking in

the lower secondary language classroom.

Task 1 ● In an online learning environment or using an online

discussion tool (i.e., Padlet), think about when you do
15 mins
speaking activities in class and answer the following
questions. Make notes in the box. Work in pairs if possible (5
minutes).

Why is error correction in speaking important in the lower

secondary classroom?

 Whole-class discussion (10 minutes)

Task 2

15 mins  Teachers work in groups, and discuss the following

questions: If your students make errors while they are
speaking,
 (1) who will correct these errors? You, other students, or the
student who made the error?

(2) when will these errors be corrected?

(3) how will these errors be corrected?

 After 5-minute discussion, each group will present their ideas

(10 minutes for all groups).

Aim ● To identify some common errors of students in speaking

English

Task 3  Ask teachers to make pairs/ small groups.

25 mins (1) Discuss the common errors of students in speaking

English. Each group will present their list on A3 paper in 15
minutes

(2) Tell them to look at the given errors from a speaking

activity, and then classify the type of errors. (Handout 1.1;
Handout 1.2) in 10 minutes

Task 4 ● Ask teachers to make pairs. Teachers read the given

situations and discuss which errors the teacher should and
20 mins
should not correct in these situations. (Handout 1.3; Handout
1.4)

Aim  To recognize some typical techniques to correct students’

speaking errors

Task 5
● Work in groups of 4-5., ask them to do the following steps:
30 mins
(1) Based on the list of comon errors in speaking that you
have mentioned in the task 3, suggest the relevant error
correction techniques.
 (2) Decide which technique is the most common used in your
speaking class?

(3) Provide relevant examples to support your ideas, and

make a group presentation (around 3 minutes for each
group)

Task 6
● Work individually, match the techniques with the given
15 mins definitions (Handout 1.5 & Handout 1.6)

Task 7
 Work in pairs, match the techniques with the given examples
10 mins (Handout 1.7 & Handout 1.8)

(1) Clarification request;

(2) Elicitation;

(3) Explicit correction;

(4) Metalinguistic clues;

(5) Recast

Aim  To use different techniques appropriately to their teaching

context to help students develop English speaking skills

Task 8
● Work in groups, assign each group one of the error correction
50 mins techniques in speaking, and then give a mini demonstration in
front of class.

● Ask the other groups to observe, and then give feedback

according to the observation checklist (Handout.

Aim  To use English effectively to correct students’ speaking errors

Task 10
● Give teachers Handout 1.10. Tell them that it has examples
20 mins of classroom language that teachers can use to give error
correction in speaking. Ask them to match the useful
classroom language with the relevant technique.

Task 11
● Ask teachers to watch a video, and to see how the classroom
30 mins language is used for each technique.

Resource: https://youtu.be/oTO0uop8vTo?t=21

Aim  To review the five error correction techniques in speaking

 To reflect on the content of input session

Task 12 ● Watch a video

60 mins Resources: https://youtu.be/y4U2AANCLqo

● As you watch, you should write down:

(1) The error correction techniques; and

(2) Some useful phrases used by the teacher to correct the

students’ errors.

Task 13 ● Ask teachers to work individually, and use sticky notes to

share

(1) something you have learned in this session

(2) something you would like to know more about

(3) something you can do to make your speaking error

correction better

Aim  To identify some pedagogical considerations in speaking

error correction
Task 13 ● Read the article and answer the following question:

(At home)

What considerations do you keep in mind when you decide how

and when to correct students’ spoken errors?

Resources:
https://www.macmillanenglish.com/us/blog-resources/ar
ticle/let-them-speak-tackling-oral-error-correction?
utm_source=TSR&utm_medium=facebook