Some teachers who have a good relationship with their students can intervene appropriately during an activity if they do it in a quiet non-obtrusive way. This kind of gentle correction might take the form of reformulation where the teacher repeats what the student has said, but correctly this time, and does not ask for student repetition of the corrected form (HARMER, 2007, p. 131).

In this extract from “How to teach English”, by Jeremy Harmer, the author is suggesting a way of