A mistake made by accident, probably because students are tired or distracted. They can correct such mistakes by themselves.

(a)  

These mistakes are made when students try to say something but do not yet know how to say it. Usually they ask for help or take a pause, start hesitation or provide wordy descriptions of the thing.

(a)  

These mistakes are made because students haven't learnt the topic yet. These are mistakes that students can’t correct themselves even if they were pointed out, so the teacher has to explain.

(a)  

This is a mistake when language has been initially acquired inaccurately. Usually, it's because of L1 interference, false friends.

(a)  

It's an umbrella term. Is used to point out a general misuse of already acquired language, usually, because of lack of practice.

(a)  

Name the technique:

S: I won't going to the museum

T: Oh, so you are not going to the museum?

(a)  

Name the technique:

T wants to scaffold short form of 'you are' showing it to Ss. You are a teacher --> You're a teacher.

(a)  

Name the technique:

S: He don't know.

T: He DON'T know?

(a)  

Name the technique:

S: I tried to heet /hɪt/ my food in a microwave.

T: OUCH *shows as if it hurts*

(a)  

Name the technique:

S: I bought 2 milks and cheese.

T: uncountable

(a)  

Name the technique:

T wants to show Future in the Past tense. What's the best way in terms of visualising?

(a)