Task 2. Work in groups. Share your ideas. Tell each other which type of feedback you would choose and why
Task 3. In your groups try to predict students' reaction to each type of feedback. Who will experience: …….. Satisfaction - " I know something and I can correct my mistakes myself." …….Aggression - " She is always humiliating me! " …….Frustration - " She isn't listening to me but my language." …….Encouragement - My teacher helps me to correct my mistakes in such a funny way! I'm not afraid of trying things out. …….Fear - " I mustn't speak unless I know that what I'm going to say is right." …….Irritation - " She is always giving rules I can't understand! " 3. Warmer 'Find something positive" Eliciting errors as learning steps Look at the examples of L talk: I goed to school yesterday. I'm seeing her well. She has been working for the company. I was write letters at 5. I want going to the party. Try to find something positive in the examples in terms of learning process. Difference between an error and a mistake Read the definition of a mistake and error in the glossary: A mistake is a slip of the tongue caused by lack of attention, fatigue, carelessness, or some other aspect of performance; the learner knows the correct form but has temporarily forgotten it. An error occurs because the learner does not know the correct form and so cannot produce it at this stage of learning. Eliciting the significance of errors and mistakes Look at the following dialogue: A: How long are you here for? B: Two years. A: What?! You are already here since two years! B: No, no! I am come yesterday. A: Yester.... B: No, no! Last week. I mean I come last week. The situation: This is a conversation between two foreigners who came to Britain to learn English. Answer the following questions: Which mistake is the worst from the communicative point of view? Why? Reflection on when to correct spoken errors and mistakes Think of these examples of typical situations in the classroom: — You are doing a grammar drill on tag-questions. A learner says: He is tall, isn't it? — Your class is working in pairs doing a speaking activity; their task is to find out what the partner's father/brother looks like by asking Yes/No questions. One student says: He is tall, isn't it? In groups reflect on your experience and say when and how you would correct the mistake in these two situations and why. Brainstorm typical errors and mistakes In groups brainstorm examples of typical mistakes Ss make while speaking. E.g. He play football in the evening. Analysis of causes of errors and mistakes In groups analyse the causes of Ls' errors. E.g. He is tall, isn't it? - Interference of Ls' L1.
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