Identifying errors is the first step to giving corrective feedback.
Activity 1: Error Types
Look at the quiz. When you have done it think about which of these errors you would seek to correct and how you would do this.
High level learners may benefit from metalinguistic feedback – in other words telling them that they need to think about the verb tense or whether the response should have been third person singular.
Before you can give feedback however, you have to notice and record the errors. You may like to use a Correction Pro Forma to organise the collection of student errors. Here is an example with some suggestions about how to use it:
Activity 2: Error Identification
Stage 1: You are going to listen to a short clip of a conversation between a native speaker and a non-native speaker. What errors do you notice? Can you identify which category the errors belong to? Which ones would you correct, and how?
Stage 2: Think about how you could use a voice recorder in your lessons to help with error correction. What are the advantages and disadvantages?
Now look at the page on Corrective Feedback and consider whether you might give feedback in a different way.