6. Ask for feedback. When students answer to some questions, ask them why they choose this exact answer (even if it is incorrect). After deciding on the correct answer, ask students why this answer suits better and why another one was not correct.
Why:
• Asking for students’ feedback encourages them to think logically and analyze their answers.
• Sometimes it is possible to come to conclusion that several answers are appropriate and partially suit the context of the exercise.

7. Monitor and supervise students when they work in pairs. Walk around the room and listen to what they are saying, writing down some of their mistakes to talk about them later, when the activity will be finished.
Why: 
• When students see they are being monitored, they won’t switch back to their native language and they will try to do their best using vocabulary and grammar while discussing some topic.
• You may direct the conversations that have switched from the topic to some unimportant issues.
• You may later point out the problems students encountered and mistakes they made and ask the class what are the corrections to those mistakes.

8. Handle new vocabulary not by simple explanation of the word. First, ask student to guess what the word can mean. If they cannot do it (give them some time, before deciding they are unable to do it), present the word in a sentence, so that students have a chance to actually come the meaning by themselves instead of you giving them the ready explanation. The last thing is to explain the meaning of the word yourself.
Why:
• When students guess the word themselves, they will better remember its meaning.
• Students should be encouraged to think and analyze, not merely “digest” ready information. Analytical skills are very helpful in a “big” real world, where there is often many unknown words, phrases and situations where one has to think.

9. There is no need for constant mistake correction, especially while students do speaking exercises. First, give students the opportunity to correct themselves (if they are acquainted with the material), if the student who made a mistake is unable to do this, ask anybody in the class to help do it. When it comes to you correcting mistakes, make sure you don’t emphasize how shameful making such a mistake is, make it not a very big problem. Making mistakes is good – this is what the process of learning the language is about.
Why:
• Most probably students know how to say it right, but as they tried to say it quickly, they were merely inattentive.
• There is no need to correct all mistakes, since the student may be interrupted too many times and his speech won’t make sense or impression as a whole.
• When a student doesn’t make any mistakes, it means he doesn’t learn anything new and needs a course of higher level for further personal development.