Professional Documents
Culture Documents
Correction Exercises
Correction Exercises
by Alicia Carranza
mistakes
Assessment of student
performance
explicit implicit
Correction 2
by Alicia Carranza
Praise
medals missions
It is important to give feedback on what the students say rather than just
on how they say it.
accuracy fluency
Repeating
Echoing
Making gestures and facial expressions
Making non-verbal sounds
Using simple phrases
Reformulating
Showing where the mistake is in the sentence
Pretending to have misunderstood what the student has said
Correction 3
by Alicia Carranza
Feedback on written work
Dealing with written mistakes is not the same as working with spoken ones.
Writing and speaking have different rules themselves, and different things are
important. Look at this conversation extract:
A When I saw him the other day, well, it was yesterday, actually, he was
looking down.
B What, you mean, at the pavement?
A (shakes head) No, I mean, depressed he was looking depressed, as if he
was still thinking about Lucy
B Well, he always does.
A Does what?
B Look depressed. He did even before he met Lucy.
The way we give feedback on writing will depend on the kind of writing task the
students have undertaken, and the effect we wish to create.
Correction 4
by Alicia Carranza
Giving feedback on written work
Summerising comments
Peer review
Read the sentences below and identify the mistakes in each one. Then, using
the symbols in the table in the previous page, categorise the mistake and mark
each one using the following code:
Correction 5
by Alicia Carranza
12. I have for breakfast coffee and milk.
13. She remembered me to not to forget to feed the dog.
14. I wont to go home. I dont fill well.
15. I never arrive late to school .
16. If he had driven less faster, he has not died .
17. The exercises were difficults.
18. She put the ingredients in a recipient and mix well.
19. An obituary is a publish of someone died with the biography which is in
charge of the family.
20. When Im boring, I look at the TV or read.
correct less!
correct at specific points of your lesson.
give your students more room.
correct better-use better or different techniques.
boost their confidence!
help them overcome their fear of making mistakes!
Correction should be
non-judgemental
encouraging
supportive
effective
Correction 6
by Alicia Carranza
positive
When giving feedback, remember that the teachers job is not to criticize the
product but to aid the process. After all, students do not make mistakes
deliberately. Many teachers worry about their students communication being
defective. It would be more fruitful to concentrate on ways of making it more
effective. To do this, concentrate on what is good, encourage progress and
be patient. The person who never makes a mistake, never makes anything
and remember:
Correction 7
by Alicia Carranza