1) The document discusses different methods for teaching vocabulary and language functions at various language levels, from using flashcards with beginners to having students build their own vocabulary trees and take more responsibility for language use at higher levels. 2) It also covers types of mistakes students make, such as slips, errors, and attempts, as well as false friends, and developmental errors. The teacher must realize mistakes are natural for language learning. 3) Guidelines are provided for correcting students, including doing so carefully during study sessions, asking peers for help, or explaining the problem yourself. Praise should also be given and students should understand what they are being praised for.

1. Teaching vocabularyIn the first levels the teacher use explain and practise procedures. (flashcards)

2. Above the beginner level the students will know a range of different lexical items and a way of exploiting this is to get them build their own vocabulary tree. (with the teacher’s help).Higher levels: ask students to take more responsibility for decision-making about how words are used.

3. Teaching language functionsBack-chaining: builds up phrases from the end; is useful for longer questions and sentences.Higher levels, we can move towards a more discovery-type sequence, and build language activation into the study section of the lesson.

4. Mistakes, slips, error and attempsSlips: students can correct themselves, once the mistakes has been pointed out to them.Errors: they can’t correct themselves, therefore, need explanation.

5. Attempts: they try to say something but don’t yet know how to say it.False friends: words that sound the same but have different meanings; can cause problems.Developmental errors: these occur naturally as the students’ language knowledge develops, are the result of the students making apparently sensible assumptions about the way language works.

6. The teacher has to realize that all students make mistakes as a natural part of the learning process.

7. Correcting students During study sessions, we use correction more as it helps to clarify the language in the students’ mind. We have to tread carefully because correction involves pointing out people’s mistakes. Sometimes students can’t put mistakes right on their own so we help them by asking if one of their peers can help out or by explaining the problem ourselves.

8. When organising practice, teachers need to listen out for mistakes, identify the problem and put it right in the most efficient and tactful way.