Possible Errors: VIPKid Lower Level Certification (Option B)

Congratulations on deciding to certify for VIPKid Lower Level certification!

If you are in a live mock class with a mock class mentor, I promise they WILL make mistakes just to ensure you catch them and are comfortable correcting them. If you are recording a demo, you will want to pretend that your student made a mistake to demonstrate how you could correct an error.

Below are some common mistakes you might anticipate if you are teaching Option B, as well as some ideas for how to correct these. (Check out Option A here.)

To avoid redundancy, there are not items on every slide since the students repeat many of the same words and sentences. As a general rule, I listed the possible error on the slide where it is FIRST likely to appear, but it could happen any time!

Slide 19 (kite/doll)

  • Student does not pronounce the long “i” sound correctly in “kite.” It’s not uncommon for them to say “kit” at first.  To correct:
    • Use a whiteboard or magnetic letters to show “kit” and then add an “e” and say “kite.” You might also have a picture of a “bossy e” that you hold up.
    • Be sure to avoid incidental (extra) language here. Instead of saying “Remember, when you add an “e” then the “i” is a long “i” sound.” all you have to say in words is “kit. kite.”  or at MOST “kit. bossy e. kite.”
  • Student does not pronounce the “l” sound correctly. To correct:
    • Use TPR and exaggerated mouth movement to demonstrate the correct pronunciation, and have the student repeat again.
    • Use a whiteboard to break up the word into onset and rime: d-oll. doll. Have the student repeat each portion, then blend them.
    • Use magnetic letters to break the word into onset and rime. Have the student repeat.
  • Student omits a word. To correct:
    • Underline each word and have the student repeat each word before attempting the whole sentence again.
    • Repeat, emphasizing the word they omitted with a funny voice.
    • Possessive pronouns are often omitted, so it might help to have the word “my” printed out so you could hold it up if they omit it.
    • Use your fingers to count each word when you say the sentence, and then again when they repeat.

Slide 21 (He flies …)

  • Students sometimes omit the “s” when conjugating verbs.  To correct:
    • Have a magnetic letter or printed “s” that you could hold up.
    • Use TPR and exaggerated mouth movement to demonstrate the correct conjugation.
    • Hold up a verb chart and point to “He flies” to emphasize it.
    • Have a pronoun reminder ready for “her.”

Slide 22-23 (verb conjugation)

  • Student has trouble with verb conjugation. To correct:
    • Have a verb conjugation chart ready to hold up to help them if they use the wrong version of the verb. (I/You/We/They fly. He/She/It flies.)

Slide 25-26 (Do you ____?)

  • Student forgets to say “Yes” or “No.” To correct:
    • Have visual reminders for yes/no
    • Use TPR (thumbs up/thumbs down) to remind them to say yes or no.
  • Student does not answer in a complete sentence. They only say “yes” or “no.” To correct:
    • Nod and smile, and then repeat, emphasizing the last part of the sentence.
    • Count the words in your response by holding up your fingers, then count off again as the student repeats.
  • Student does not answer correctly. For example, when there is no one in the empty swing, they say “Yes, I swing on a swing.” To correct:
    • Circle the error. Look with a questioning look and say “yes? or no?”
    • Cross out the error and say the correct target sentence. “No, I don’t swing on a swing.”

Slide 27 (Do they____?)

  • Student uses the incorrect pronoun. To correct:
    • Have a pronoun reminder handy (they/he)

Slide 27 (free talk)

  • Student forgets the target word or sentences learned earlier. To correct:
    • Revert to the original prop used to introduce the sound.
    • Provide a “fill in the blank” option to help trigger their memory.


When correcting errors, it’s important to remember a few things:

  1. This is VERY important to VIPKid parents. They are paying for their children to learn proper English, so they do not want to see us reinforcing bad habits.
  2. Correction should always be upbeat and positive. Negative reinforcement will cause a student to participate less and be afraid to try. Always keep corrections very upbeat.  To do this, you can:
    • SMILE!
    • Keep a happy tone of voice.
    • Give lots of positive reinforcement once they get it right.
    • Don’t correct more than a couple of times on the same slide. If they make a mistake, correct it two times, and then move on (but try to focus on it in subsequent slides.
  3. Error correction is the perfect time to use your TPR and your props. If a student is doing excellent on a topic, they won’t need as much extra help, but if they are struggling, these additional tools can really help in the learning process.

I hope you found this helpful.  If you have questions, please let me know in the comments. If you would like feedback on your own error correction, I would love to be your mentor and help you through the process.  Feel free to sign up using my referral link. You can also add my referral code (AMELI0055) to get started.

Good luck!

Author: Amelia Barker

Dreamer. Doer. VIPKid Teacher.

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