Detailed Lesson Plan in Error Correction

Detailed Lesson Plan in
Teaching and Assessment of Grammar

I. Objectives
In a span of 60 minutes the second year college are
able to:
define the concept of error correction and feedback in
language learning;
identify and categorize common mistakes in language
usage;
demonstrate the ability to create a supportive and
non-judgmental learning environment for error
correction.
II. Content Error correction vs feedback & Spoken vs written
III. Learning Materials Manila Paper
IV. Procedure
Teacher’s Hint Teacher’s Activity Student’s Activity
A. Preliminary Activities
(5 Minutes)
Greetings Good morning class! How is Good morning,

your day? Ma’am. We are fine.
That’s good to hear!
Before we begin our lesson (Student will lead the

this morning, let us all stand prayer)
up for a prayer. Would you
Prayer please lead the prayer?
(Students will arrange

their chairs and will
Kindly arrange your chairs pick up the trashes.)
properly and make sure there
Classroom are no trashes around you.
Management
So, who is absent today? (Students will tell who

Checking of Attendance is absent)
B. Review Before we will start our
discussion for this morning,
who can recall what was our
last topic?
Good job! Our last topic was

all about Grammar and
Grammaring.
C. Motivation/Activity All right now, lets have an
activity first.
(5 Minutes) All you have to do is you are
going to guess or to give
description about the pictures
that I am holding right now.
(The whole class will

guess and
participate.)
D. Analysis
(After the activity, the
(5 Minutes) following question will be
ask)
So, based on the activity that

we did earlier,
1. What do you think is the Correcting error

topic that were going to
discuss today?
Very Good! Thank you.

E. Abstraction Error correction vs.
Feedback
(20 Minutes)
Mistakes, Errors, and

Feedback
Mistakes - are slips which
students can correct
themselves once the mistake
has pointed out to them.
They are not common among
most students.
Errors - mistakes which
students can not correct
themselves and which need
an explanation.
-When responding to errors,
teachers should be seen as
providing feedback, helping
students to reshape their
knowledge rather than telling
students outrightly, they are
wrong.
- The teacher's reaction
towards errors students have
committed is very important.
Error correction is a
form of feedback given to
learners on their use of the
language.
Example:
Student’s sentence: “I goed
to the store yesterday.”
Teacher’s Feedback;
Error: The verb “goed” is
incorrect. The correct past
tense form of the verb “go” is
“went”
Correction: “I went to the
store yesterday.”
Example:
Student: “I am very exciting
for the party tonight!”
Teacher: “That’s wonderful
that you’re excited for the
party tonight! However, the
correct adjective to describe
your feeling should be
‘excited,’ not ‘exciting.’ So it
should be “I am very excited
for the party tonight!”
Feedback refers to the
information that learners
receive from their teacher
about their performance,
which will help them take
self-corrective action and
improve their achievements.
Two types of Feedback

 Positive feedback
 Negative feedback
Positive feedback confirms

a student's response
correctness. Focuses on
acknowledging and
reinforcing what was done
well.
3 Types of Positive
Feedback
1. Confirmation
2. Praise
3. Teacher’s request to
repeat
1. Confirmation: Involves
validating a student's correct
response or appropriate
behavior.
Example:
Student: "The capital of
England is London."
Teacher: "That's correct!
Well done."
2. Praise: Is used to
acknowledge a student's
efforts, achievements, or
improvements.
Examples:
"I'm really impressed with
how much your writing has
improved this semester.
Keep up the good work!"
"amazing", "bravo",
"excellent"
3. Teacher's request to
repeat: Is when a teacher
asks a student to say or do
something again.
Example:
Student: "A polygon with five
sides is called a pentagon."
Teacher: "Exactly right!
Could you say that again so
everyone can hear?"
Negative Feedback (Error

Correction) corrects the
faulty language behavior of
students. Highlights areas
where the student may need
improvement or adjustments
in their learning or behavior.
Types of Negative
Feedback
 Indirect/Implicit
Strategies
 Direct/Explicit
Strategies:
Indirect/Implicit
Strategies - Are ways that
teachers can give criticism or
suggestions for improvement
without directly stating the
problem. Instead, they use
gentle language, ask
questions, or offer
suggestions to soften the
impact of the feedback.
2 Types of Indirect/Implicit
Strategies
1. Recasts: Refer to when a
teacher subtly corrects a
student's grammatical error
or pronunciation mistake by
repeating the student's
statement with the correction
included.
Examples:
Student: Yesterday I go
shopping.
Teacher: Oh yesterday I also
went shopping.
Student: "I have two cats,

and they is very cute."
Teacher: "Oh, you have two
cats, and they are very
cute?"
2. Clarification requests:
Used to seek further
clarification or understanding.
A clarification request is used
when the listener wants the
speaker to provide more
information or to clarify a
specific point.
Example:
Student: "I didn't understand
the assignment"
Teacher: "Could you please
explain which part of the
assignment you found
confusing?"
Direct/Explicit Strategies:
refer to a straightforward and
clear approach in providing
feedback about areas that
need improvement.
2 types of Direct/Explicit
Feedback
1. Correct answer
feedback
2. Guided Feedback
1. Correct answer feedback:

refers to providing learners
with guidance and correction
when their answer or
response is incorrect.
Example:
Student: "I am go to the park
yesterday."
Teacher: "Almost there! The
correct form of the verb 'go'
in the past tense is 'went.'
So, the correct sentence
would be 'I went to the park
yesterday.'"
Guided Feedback: Elicitation
techniques
2 Types of Guided
Feedback: Elicitation
techniques
1. Metalinguistic feedback.
2. Teachers request to
repeat (with corrective
intent).
1. Metalinguistic feedback:
The teacher asks a question
and/or provides a comment
or information related to the
utterance of the student
without giving the correct
form.
Example:
Student: "He don't like
apples”
Teacher: "Remember, we
use 'doesn't' after 'he,' 'she,'
or 'it.' Can you try that
sentence again?"
2. Teachers request to
repeat (with corrective
intent). Means they're asking
the student to say something
again, but this time correctly.
Example:
Student: "She don't like
pizza."
Teacher: "Could you try that
sentence again?"
Application: Read and

F. Application
analyze each sentence.
Analyze the sentences using
(10 Minutes)
your knowledge of grammar
and vocabulary. Identify the
errors and correct the
sentences. Write them on a
1/2 sheet of paper.
1. I doesn't like broccoli.

2. We doesn't have any
homework.
3. He play soccer every
weekends.
4. Original Sentence: I am go
to the store yesterday.
Corrected Sentence: I went
to the store yesterday.
5. I have saw that movie
before.
6. He don't want to go to the
concert.
7. They have did their
homework already.
8. She is not understand the
question.
9. She don't like to eat
vegetables.
10. I have went to the beach
last summer.
G. Evaluation Assess what you have

learned!
Directions: Read and answer

(15 Minutes) each of the questions
carefully. Write your answers
on a whole sheet of paper.
1. It is a form of feedback
given to learners on their use
of the language.
2. It is a type of feedback
where the teacher asks a
question and/or provides a
comment or information
related to the utterance of the
student without giving the
correct form.
3. What is the difference
between mistakes and
errors?
4. What is the purpose of
error correction ?
5. Define positive feedback
and provide an example.
6. What is the purpose of a
teacher's request to repeat?
7. Describe indirect/implicit
strategies of giving feedback
to students and give an
example.
8. What is the difference
between direct/explicit
strategies and
indirect/implicit strategies in
providing feedback?

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Detailed Lesson Plan in

Teaching and Assessment of Grammar

Greetings Good morning class! How is Good morning,

That’s good to hear!

Before we begin our lesson (Student will lead the

(Students will arrange

So, who is absent today? (Students will tell who

Good job! Our last topic was

(The whole class will

So, based on the activity that

1. What do you think is the Correcting error

Very Good! Thank you.

Mistakes, Errors, and

Two types of Feedback

Positive feedback confirms

Negative Feedback (Error

Student: "I have two cats,

1. Correct answer feedback:

Application: Read and

1. I doesn't like broccoli.

G. Evaluation Assess what you have

Directions: Read and answer

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