CELTA

Error correction

Error Correction
1. WHO corrects? - the student themself
- other students …
and if these fail… - the teacher

2. WHEN do you correct? - mostly at the language

focus stage
- during or after restricted
practice
- after a free speaking activity
- when basic communication breaks down

3. WHAT do you correct? - meaning

- pronunciation
- form
- appropriacy

NB. After a free speaking activity, you need to choose what to correct, e.g.:

1. Where communication breaks down (you may need to deal with this at the time)
2. Recurring mistakes
3. Grammar/vocabulary points you’ve been dealing with recently in class

What kind of error?

Match the types of error to the definitions below:

i Pre-Systematic error a Learning at the moment

ii Systematic error b Never met before

iii Post-Systematic error c Learnt before and know well

Now match the types of error to 1, 2 & 3 above.

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 CELTA
Error correction

Error Correcting After a Free Speaking Activity

• Make a note of errors while students are talking
• Put them on the board or make a handout for the next lesson. For example:
• Let students work together to try and correct errors

Homes and Neighbours

Can you correct these sentences? Work with your partner.

1. He said me his house was in a good district.

2. I prefer England’s homes.
3. My house of England is very pretty.
4. I’ve lived in 3 different houses, but my current home is biggest and most comfortable.
5. I don’t stay at home a lot of time.
6. I like it because it’s very quietly
7. I only spoke to them one time.
8. I don’t like because there aren’t so much pubs.

Pronunciation

Can you write the word stress? Write it with your partner.

tiny (adj) dirty (adj) noisy (adj)

a neighbour (n) generous (adj)

Vocabulary

Can you remember what these words mean? Tell your partner.

lazy (adj) aggressive (adj)

an only child messy (adj)
tolerant (adj)
to walk barefoot
rubbish (n)
smelly (adj)