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As for my students, they often make mistakes while using the verb ‘to be’. They forget to add ‘a’ in the third form singular.
To correct this mistake I say ‘oops’ and then ask a question: he/she/it ....what?
Peer correction and self-correction are important! We do this quite often.
Word order is a problem, especially in reported speech. I use various tasks for practice and invite my students to make up their own stories.
I faced another hardship for my students- mixing up tenses. A time line and a simple structure on board will solve the problem.
But I am sure and I do believe that practice makes perfect. The more tools and variety of tasks we offer, the better result we get)

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1. I would also mention word order ! Very often students tend to skip the predicate.
2. Uncountable/countable nouns
3. Phrasal verbs
4. Articles

We try to deal with the word order by analysing the sentences and trying to identify the subject, predicate and other parts of the sentence in a suitable Russian/Ukrainian equivalents.
As for the countable/uncountable nouns, we try to memorise the right things.
Articles and prepositions are the most difficult part and only the most important cases of usage linger in students' minds.
Phrasal verbs also demand a lot of practice!

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1.Word order; Wrong grammar tenses; Articles; Prepositions
2. Every teacher will have different views on this and different ways of correcting their students. It seems to me teachers should encourage students to notice their own errors and to make attempts to correct themselves (self correction / peer correction)

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Alla Mykhalska

1.Spelling errors
2.Punctuation errors
3.Grammar and usage errors

Every teacher have different ways of correcting their students and it’s a case of finding out what both a teacher and students feel comfortable .We need to be very careful about when and how to correct.As I particularly know that mistakes should be corrected the moment they are made.

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1. Wrong tenses, absence of articles, pronunciation
2.Ways to correct: if it's expressing opinion and mistakes are not crucial, it's possible to concentrate on the message rather than on error correction. If we speak about learning stage, I use self-correction or peer teaching sometimes

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Dear ALL, to your attention - some of the ways how to deal with mistakes. More to follow at the session  :)

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Dear ALL, to your attention - some of the ways how to deal with mistakes. More to follow at the session  :)

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1. Verb forms;
articles; prepositions; norms of combinability; pronunciation.
2. Self- correction, eliciting the correct answer by providing hints;
Peer correction: a volunteer from the class may be chosen to offer a variant. In case of a written task pupils could exchange their copybooks, check and correct mistakes. Pupils are usually so enthusiastic about correcting somebody else's mistakes).
Drilling may be helpful in case of a pronunciation mistake.
2. Our pupils really have similar common mistakes.

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Татьяна Беридзе1

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Татьяна Беридзе
1. Auxiliary verbs and endings in tenses.
2. Spelling mistakes.
3. Word order.
4.Articles, indefinite pronouns.
5. Prepositions.

If students make these mistakes, we practise them again and again in different similar situations. In writing and orally. But I usually emphasize that mistakes are not bad because due to them we learn!

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Nataliya
1Articles
2word order
3.sequence of tenses
4.prepositions

5.sometimes written works lack logical sequence

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Olga
1 Tenses
2 Word order
3 Articles
4 Questions( they forget to put auxiliary verbs)
So, I can make a conclusion that my students have the same  mistakes like my colleagues’.

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1)List of my students' typical mistakes :
- incorrect word stress in pronunciation if they see the word for the first or second time.
- Incorrect word order ,especially when we use adverbs of frequency ( signal words)
-The absence of articles or incorrect usage of prepositions( in,on,at)
-some mistakes are the result of inattentive reading or listening to  the given task
- students do need some translation or explanation of the words and expressions, sometimes they can't get from the context and as well they do not read the sentence till the end fastly  trying to fill in the gaps in the sentence.
- Grammar mistakes , it's usual thing when they omit auxiliary verbs,forget about -s,es with verbs in P.S. but they try to do their best everytime!
2) I think we should praise our students all the time and make sure that corrections are educational and are heard , also give understandable feedback and give the students an opportunity to correct themselves.

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1.Article, word order, confusion in selection of auxiliaries
2. Practice of word order according to a sample
3.I can say that my students have mistakes similar to the ones mentioned by my colleague.

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1. The difference between the verb "to be" and the usual verb.
2. The absence of articles.
3. The word order.
4. They do not understand the context because don't "feel" the languauge. As a result, they need the translation that is likely to be avoided in terms of the communicative approach.

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1. Make a list of typical mistakes for your learners.
2 Think about the ways how you can correct them.
3.Read what the  other colleagues have written, write your reactions.
Don't forget to write your name, if you please :)