7 metodika indd

Dealing with errors in spoken English
Many teachers nowadays fi nd it diffi
  cult to decide whether they should or should not 
correct every error their pupils make. In the traditional classroom the emphasis is usually 
on accuracy and all mistakes are corrected immediately. The problem with this is that a 
lot of pupils will be reluctant to speak for fear of making mistakes and being corrected.
In  the  learner-centred  classroom,  where  pupils  are  being  encouraged  to  use 
English in real communication, fl uency is just as important as accuracy. We are not 
suggesting that correction should be abandoned, but that it can be postponed until 
after the communication activities in  Teens’ English. If you do this, then you will 
not be constantly interrupting your pupils. Of course you will need to remember the 
mistakes your pupils make so we suggest you note them down as you walk around 
the classroom. At the end of the activity you can point out some of the common or 
more important mistakes you noted.
Noise
In a learner-centred classroom noise is inevitable and should be seen as a good 
thing provided it is controlled and constructive. Train your pupils to speak quietly 
and politely during pair and group work and be ready with additional tasks for those 
who fi nish their work early. If you give clear instructions before an activity you will 
fi nd that pupils will be able to do the tasks without confusion and unnecessary noise. 
Set clear rules on how you expect pupils to talk to you and to one another.