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Dealing with errors in spoken English
Many teachers nowadays find it difficult to decide whether they 
should or should not correct every error their pupils make. in the 

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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 encoura-
ged to use english in real communication, fluency is just as impor-
tant as accuracy. We are not suggesting that correction should be 
abandoned, but that it can be postponed until after the communica-
tion activities. if teachers do this then they will not be constantly 
interrupting their pupils. of course they will need to remember the 
mistakes their pupils make so we suggest teachers note them down 
as they walk around the classroom. At the end of the activity they 
can point out some of the common or more important mistakes they 
noted.
Noise
in a learner-centred classroom noise is inevitable and should 
be seen as a good thing provided it is controlled and constructive. 
Teachers should train their pupils to speak quietly and politely dur-
ing pair and group work and be ready with additional tasks for 
those who finish their work early. if teachers give clear instructions 
before an activity they will find that pupils will be able to do the 
tasks without confusion and unnecessary noise. Therefore, teachers 
should set clear rules on how they expect pupils to talk to them and 
to one another.