TEACHING ENGLISH - TKT ESSENTIALS
MODULE 3
WORKSHEETS
WITH ANSWERS
COMPILED BY
Module 3 – Classroom functions
c Functions of teacher language
Look at the examples of teacher language. What is the function of each example? Choose from the
options to complete the table and then add another example for each function.
Functions
•
Praising
•
Narrating
•
Paraphrasing
•
Prompting
•
Giving instructions
•
Explaining
Example of teacher language
•
Function
Look at the picture on page 10 and tell me
5 things you can see in it.
•
•
What game are they playing?
•
•
You use the present continuous for
planned activity in the future.
•
•
Learner: He don’t like that.
Teacher: He…?
Learner: He….doesn’t like that.
•
•
OK, so she means here that she wants her
son to tidy his bedroom
•
•
Last year I went on holiday to a very sunny
place. I swam in the sea, read a lot of
books and ate excellent food.
•
•
Well done!
•
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Module 3 – Classroom functions
c Functions of teacher language – answer sheet
Look at the examples of teacher language. What is the function of each example? Choose from the
options to complete the table and then add another example for each function.
Example of teacher language
•
Function
Look at the picture on page 10 and tell me
5 things you can see in it.
giving instructions
•
•
eliciting
What game are they playing?
•
•
explaining
You use the present continuous for
planned activity in the future.
•
•
prompting
Learner: He don’t like that.
Teacher: He…?
Learner: He….doesn’t like that.
•
•
OK, so she means here that she wants her
son to tidy his bedroom
sequencing
•
•
Last year I went on holiday to a very sunny
place. I swam in the sea, read a lot of
books and ate excellent food.
narrating
•
•
Well done!
praising
•
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Module 3 – Classroom functions
d Grading your language
Part 1
Look at the two sets of instructions for elementary learners for the game Find Someone Who…
Right, now that you’ve had some time to consider this marvelous worksheet, I think it’s appropriate
for me to give you some instructions about what it is you are expected to do. What you have to do is
get up, socialise, and ask your friends lots of questions. You have round about seven minutes or so
for everything, OK? The point of the whole thing is to obtain a ‘yes’ answer for your questions, right?
And if you do manage to find a friend who gives you a yes answer, just make sure that you
remember to jot down their name against the question promote. One final, crucial rule. To keep you
on your toes, there is a system whereby you can only ask one person three questions, and then you
have to move on and speak to someone else.
Right everyone, we’ll play a game. Ask your friends these questions. Write their name next to three
questions if they say yes. But you can only ask three questions to one friend, then you must change.
You have seven minutes. OK, 1,2,3 start!
What are the main differences between the two sets of instructions?
Which set is clearer for learners, and why?
What does ‘grading language’ mean?
Why is it important for a teacher to grade language in the classroom?
Part 2
Re-write these instructions for Sports Snap so that they are clearer and easier to understand for
elementary learners:
You’ll need to work in pairs for this one, if you don’t mind. One person deals the cards out equally
face down. There are 24 cards, so that’s 12 each. Then you each familiarise yourselves with the
clothes on the cards you have been dealt. The first player chooses a card, puts it face up in the
middle of the table and says aloud what is on it. The next player chooses a card, puts it face up in the
middle of the table and says aloud what is on it. Continue in this fashion until two cards are the same.
If someone sees that there is a match they shout Snap and take all the cards. If they are wrong, they
give up all the cards on the table to the first player. Continue like this. The player who has the most
cards at the end of the game is the winner.
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Module 3 – Classroom functions
d Grading your language – answer sheet
Look at the two sets of instructions for elementary learners for the game Find Someone Who…
Right, now that you’ve had some time to consider this marvelous worksheet, I think it’s appropriate
for me to give you some instructions about what it is you are expected to do. What you have to do is
get up, socialise, and ask your friends lots of questions. You have round about seven minutes or so
for everything, OK? The point of the whole thing is to obtain a ‘yes’ answer for your questions, right?
And if you do manage to find a friend who gives you a yes answer, just make sure that you
remember to jot down their name against the question promote. Oh yes, one final, crucial rule. To
keep you on your toes, there is a system whereby you can only ask one person three questions, and
then you have to move on and speak to someone else.
Right everyone, we’ll play a game. Ask your friends these questions. Write their name next to three
questions if they say yes. But you can only ask three questions to one friend, then you must change.
You have seven minutes. OK, 1,2,3 start!
What are the main differences between the two sets of instructions ?
Length, language used, and organisation. The first one is harder to understand because the
instructions contain a lot of padding and some phrases above level (eg. socialise, obtain, the point of
the whole things etc). While using some words above level can help learners to acquire language,
there are probably a few too many in the first set Organisation is clearly a subjective thing, and in real
instructions, teachers do sometimes sequence instructions as they occur, but the first set might be a
little clearer if the timing was mentioned at the beginning or end rather than in the middle. You may
wish to make the point that the teacher would normally demonstrate an example with the group and
also use gestures to support their instructions.
Which set is clearer for learners, and why?
The second, as length, language and more suited to level, and organisation is arguably clearer (timing
at end).
What does ‘grading language’ mean?
It means changing the language level to suit the audience.
Why is it important for a teacher to grade language in the classroom?
So that the learners understand what the teacher is saying, to avoid misunderstanding.
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Module 3 – Classroom functions
d Grading your language – answer sheet
Part 2
Re-write the following sentences so that they are clearer and easier to understand:
Many possibilities. Here is a sample. As with the first set of instructs ions, you may wish to make the
point that the teacher would normally demonstrate an example with the group and use gestures to
support their instructions, too.
Work in pairs and make sure you have 12 cards each face down on the table. Player 1 puts a card
face up in the middle of the table and says the name of the sport on it. The next player does the
same. Go on like this. If someone sees that two cards are the same they shout Snap, and take all the
cards. If you are wrong, give up all the cards in the middle to your partner. The player who has the
most cards at the end of the game is the winner.
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Module 3 – Classroom functions
e Eliciting from learners
Sometimes learners will need you to tell them information and answers. At other times, it may be
more effective if you elicit information and answers from them.
Think of two or more good reasons why eliciting information can be an effective and helpful thing to
do in the classroom. Write your ideas in the box below and then compare your ideas with colleagues.
Eliciting information and answers can be a good idea because….
•
•
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Module 3 – Classroom functions
e Eliciting from learners – answer sheet
Sometimes learners will need you to tell them information and answers. At other times, it may be
more effective if you elicit information and answers from them.
Think of two or more good reasons why eliciting information can be an effective and helpful thing to
do in the classroom. Write your ideas in the box below and then compare your ideas with colleagues.
Eliciting information and answers can be a good idea because….
•
It can help you to find out what learners already know or don’t know yet (evaluation reasons)
•
It can make learners active (motivational reasons)
•
It suggest the idea that learners are responsible in part for their own learning (educational
reasons)
•
It increases learner talking time (language practice reasons)
•
Involving learners in this way may give some of them confidence + boost their self-esteem
(psychological reasons)
•
Involving learners in this way may make the ideas or points you are d getting at more
memorable to some learners (psychological reasons)
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Module 3 – Classroom functions
f Checking learners’ understanding
What is the difference between the following words:
landlord
tenant
lodger
How can a teacher check that their learners understand the difference between the above words?
Look at this definition of the word ‘landlord’ and answer the questions below.
Landlord
A landlord is a person who owns a house. Someone else lives in the house and pays money to the
owner of the house. This money can be paid weekly or monthly and is called rent.
Concept questions:
Who owns the house?
Does the landlord live in the house?
Who lives in the house?
Do they pay any money?
Who do they pay and how often?
Now write a definition for tenant and lodger. Then write some concept questions.
Tenant
Concept questions:
Lodger
Concept questions:
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Module 3 – Classroom functions
f Checking learners’ understanding – suggested answers
What is the difference between the following words:
landlord
tenant
lodger
How can a teacher check that their learners understand the difference between the above words?
Ask concept questions – it’s important not only to ask ‘do you understand’ as there is no guarantee
that learners understand the same meanings. It may also be possible in some classes to bring in
students’ own experiences of any of these three roles
Look at this definition of the word ‘landlord’ and answer the questions below.
Landlord
A landlord is a person who owns a house. Someone else lives in the house and pays money to the
owner of the house. This money can be paid weekly or monthly and is called rent.
Concept questions:
Who owns the house? The landlord
Does the landlord live in the house? No
Who lives in the house? Someone else
Do they pay any money? Yes
Who do they pay and how often? They pay the landlord either weekly or monthly
Now write a definition for tenant and lodger. Then write some concept questions.
Tenant
A tenant is someone who pays a weekly or monthly amount to live in a house/flat. They do not own
the house/flat. The landlord does not live there.
Possible concept questions:
•
Who lives in the house?
•
Does the owner of the house live there too?
•
Are any payments made? Who to?
Lodger
A lodger is someone who lives in a house/flat with the landlord. They do not own the house/flat.
They pay a weekly or monthly amount to the landlord.
Possible concept questions:
How many people live in the house?
Where does the landlord live?
Are any payments made? Who to and how often?
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Module 3 – Classroom functions
g Asking concept questions
Write concept questions to help learners understand the meaning of these sentences and phrases :
Concept questions
I went to London.
Would you mind if I opened the
window?
She must have gone out.
He should have set his alarm.
I used to swim a lot.
You don’t have to smoke outside.
Columbus discovered America.
Fleming invented penicillin.
He borrow ten pounds from her.
She lent ten pounds to him.
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Module 3 – Classroom functions
g Asking concept questions - answer sheet
Write concept questions for the following:
Possible concept questions
I went to London.
• Am I in London now?
• Is it in the past?
Would you mind if I opened the
window?
• Is the window open?
• Do I know the person I am asking?
• Am I being polite or familiar?
She must have gone out.
• Is she here now?
• How do you know?
• Where is she?
He should have set his alarm.
• Are we talking about the past, present or future?
• Did he set his alarm?
• How does he feel now?
• What might have happened as a result of his action?
I used to swim a lot.
• Do I swim now?
• Did I swim before?
You don’t have to smoke outside.
• Can I smoke outside?
• Is it compulsory to smoke outside?
• Do I have a choice?
• Can I smoke inside if I want to?
Columbus discovered America.
Fleming invented penicillin.
• Which verb describes finding something no one has found
before?
• Which verb describes designing or making something no
one has designed or made before?
He borrow ten pounds from her.
• Who took ten pounds?
She lent ten pounds to him.
• Who gave ten pounds?
• Will he give the money back later?
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Module 3 – Learner language
c Learners’ classroom language
Look at the situations below and write down the language the learner would need for each situation
and the function of the language.
Situation
Language learner needs
Function
Learner enters the class
Learner leaves the class at
the end of the lesson
Learners are playing
Snakes and Ladders (eg in
2.7 Supplementary
Materials)
Learner tells teacher that
they haven’t done their
homework
Learner doesn’t
understand something the
teacher has said
Learner wants more
information about spelling
and pronunciation of a
word
Learner isn’t sure which
page to look at
Learners are working in
pairs to check their
answers
Learners are working in
groups
A learner wants to leave
the room
A learner wants to know
the translation of a word
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Module 3 – Learner language
c Learners’ classroom language – answer sheet
Look at the situations below and write down the language the learner would need for each situation
and the function of the language.
Situation
Learner enters the class
Language learner needs
Hi, how are you? How was your
weekend?
Learner leaves the class at Bye, see you next time, have a
the end of the lesson
good weekend
Learners are playing
Snakes and Ladders (eg in
2.7 Supplementary
Materials)
Learner tells teacher that
they haven’t done their
homework
Learner doesn’t
understand something the
teacher has said
Learner wants more
information about spelling
and pronunciation of a
word
Function
Greeting
Saying goodbye
It’s your turn, it’s my turn/go, miss
a go, skip two, I’ve won, etc
Explaining/Giving
instructions/Expressing pleasure
etc.
I’ve left my homework at home,
can I bring my homework next
time
Making excuses
What does that mean? Can you
explain that, please?
Asking for clarification
How do you spell that? How do
you say……?
Asking for clarification
Learner isn’t sure which
page to look at
What page are we on? Are we on
Asking for clarification
page 5?
Learners are working in
pairs to check their
answers
What have you got for number 10?
Checking information
My answer is different from yours.
Learners are working in
groups
What do you think? Do you
agree? What do we have to do?
How long have we got?
Checking understanding
A learner wants to leave
the room
Can I go out, please? May I be
excused?
Asking for permission
A learner wants to know
the translation of a word
How do you say xxxxx in English?
Asking for clarification
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Module 3 – Learner language
d Learners’ gestures
Sometimes learners use gestures and facial expressions to convey meaning.
What gestures of facial expressions would you use for the following in your culture?
•
Boredom
•
Not understanding
•
Pointing
•
Showing surprise
•
Excitement
•
Understanding
•
Confusion
Are there any others that are common in your context?
Are they the same in different cultures? Are there any British gestures/facial expressions which would
be considered inappropriate when speaking your language?
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Module 3 – Learner language
e How can we help learners with classroom language?
In the first task we saw that learners need to interact with the teacher and with each other in class.
This language often isn’t in the course book and so we may need to help them with classroom
language .How do you/can you help learners to develop the English they need to communicate in the
classroom?
1)
Work in small groups and discuss the pros and cons of what these four teachers do.
2)
Then tell your colleagues what you do or would like to do to help learners develop their
classroom English
Teacher 1
I put up posters of classroom language around the room at the start of term.
Teacher 2
I provide learners with the language they need when they need it.
Teacher 3
I encourage learners to make a list of useful words and phrases at the back of their notebooks.
Teacher 4
I don’t have time to help my learners with classroom language, as there is too much we need to do in
the book, so they just have to pick the language up as they go along.
Teacher 5
This is you! How do you help/would you like to help learners develop their classroom English?
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Module 3 – Learner language
e How can we help learners with classroom language? - answer sheet
In the first task we saw that learners need to interact with the teacher and with each other in class.
This language often isn’t in the course book and so we may need to help them with classroom
language .How do you/can you help learners to develop the English they need to communicate in the
classroom?
1)
Work in small groups and discuss the pros and cons of what these four teachers do.
2)
Then tell your colleagues what you do or would like to do to help learners develop their
classroom English
Teacher 1
I put up posters of classroom language around the room at the start of term.
This is useful as learners can refer to the sentences when they need them. However, if the class is
not in the same classroom each lesson, this may not always be practical. Another option would be
to get.
Teacher 2
I provide learners with the language they need when they need it.
This is useful in that learners have a need for the language and therefore will be more likely to
remember the sentences. It is not clear from this example what learners do with the information the
teacher gives them. Do, they, for example, just listen to the information? Do they write the
information down? Its main disadvantage is that it is a rather ad hoc approach to providing support.,
and it is not quite clear whether learners have a record of the information they are given.
Teacher 3
I encourage learners to make a list of useful words and phrases at the back of their notebooks
This gets round the problem mentioned in the first second examples. This approach means that
learners have a record of classroom language, though if they record the information they acquire
chronologically, this may also be a little ad hoc.
Teacher 4
I don’t have time to help my learners with classroom language, as there is too much we need to do in
the book, so they just have to pick the language up as they go along.
This may work for some learners, but not for all. Ignoring classroom language means that the
teacher is missing the chance to help learners develop speaking, listening reading and writing skills.
Teacher 5
Elicit good ideas from teachers, discuss any points arising, and list on the board if appropriate.
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Module 3 – Learner mistakes
c Errors and slips
Mistakes can be categorised into two types: errors and slips. In pairs or small groups, discuss these
questions:
1)
Which one can be considered ‘developmental’, ie learners make mistakes because their
learning of the item is as yet incomplete.
2)
Which type can learners usually correct by themselves?
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Module 3 – Learner mistakes
c Errors and slips – suggested answers
Mistakes can be categorized into two types: errors and slips. In pairs or small groups, discuss these
questions:
1)
Which one can be considered ‘developmental’, ie learners make mistakes because their learning of
the item is as yet incomplete. (error)
2)
Which type can learners usually correct by themselves? (slip)
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Module 3 – Learner mistakes
d Our typical mistakes
Follow the instructions below, working individually for the first task.
•
Think of three typical mistakes your learners make. Write them in the box below.
Typical mistakes:
•
•
•
•
Move around the room. Tell each other the three typical mistakes you have identified. Find 3
other teachers whose learners have similar mistakes to yours and make a group.
•
In your group, discuss these mistakes – do you think they are errors or slips?
•
Now form new groups with colleagues who identified different mistakes to yours. Tell each
other about the typical mistakes your learners make.
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Module 3 – Learner mistakes
e Mistake categories
Work in groups and use this grid to categorise different types of mistakes that learners can make.
Then give an example of each mistake. An example is done for you.
Category
Type of mistake
Example
Grammar
Mixing up the past simple and
present perfect
I have gone to the cinema
yesterday.
Register
Lexis
Pronunciation
Misunderstanding what they
hear
Spelling
Other
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Module 3 – Learner mistakes
e Mistake categories - suggested answers
Work in groups and use this grid to categorize your mistakes. Give an example of each mistake. An
example is done for you.
Category
Type of mistake
Example
Grammar
Mixing up the past simple and
present perfect
I have gone to the cinema
yesterday.
Register
Using overly formal language in Please allow me to fetch you a
an informal social context. Vice drink. (Can I get you a drink?)
versa is sometimes possible,
too.
Lexis
Confusion over words which
have similar meanings, but are
used in different ways.
I’ll be with you in a minute, I’m
just wearing my coat. (I’m just
putting my coat on).
Pronunciation
Pronouncing English sounds
like sounds in the mother
tongue, not distinguishing
between short and long vowel
sounds etc.
A: What’s in your picture?
B: A dog, a cow and a ship
(the speaker means ‘sheep’).
Misunderstanding what they
hear
Often caused by difficulties in
distinguishing sounds, weak
forms, words, or word
boundaries in connected
speech.
Eg Speaker says :’ It’s pouring
outside’’, learner hears ‘It’s
boring outside’.
Spelling
For example, words which have Stuff, enuff, luv
similar sounds but are spelt
Stuff, enough, love
differently.
Other
Participants’ ideas.
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Module 3 – Learner mistakes
f Why do we make mistakes?
Look again at the grid you completed in the previous activity. What do you think caused these types
of mistakes?
Now look at these causes in the following table and choose a meaning for each from the box.
Meanings
Feeling nervous about
something
Not paying attention
Feeling tired
Converting from the
mother tongue
Assuming a rule applies A stage in learning in which learners mix
elements of their own language structure, rules,
in all cases and overor pronunciation with the target-language when
using it
they use English. This is constantly changing as
learners progress in the TL.
Causes
Meaning
Applying the rules of
the mother tongue to
the target language
Example
Interlanguage
Mother-tongue interference
Carelessness
Translation
Overgeneralisation/over-application of
a rule
Tiredness
Anxiety
Other (add your own ideas)
Now look back to your ‘typical mistakes’. Discuss the possible causes of these and write an example
into the table.
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Module 3 – Learner mistakes
f Why do we make mistakes? - Suggested answers
Look again at the grid you completed in the previous activity. What do you think caused these types
of mistakes?
Now look at these causes in the following table and choose a meaning for each from the box.
Meanings
Feeling nervous about
something
Not paying attention
Feeling tired
Assuming a rule applies A stage in learning in which learners mix
elements of their own language structure, rules,
in all cases and overor pronunciation with the target-language when
using it
they use English. This is constantly changing as
learners progress in the TL.
Causes
Meaning
Converting from the
mother tongue
Applying the rules of
the mother tongue to
the target language
Example
Inter-language A stage in learning in which learners mix
elements of their own language
structure, rules, or pronunciation with
the target-language when they use
English. This is constantly changing as
learners progress in the TL.
MotherApplying the rules of the mother tongue
tongue
to the target language.
interference
I no come.
The learner has not yet ‘acquired’ the
auxiliary ‘Do +not’.
I have gone to the cinema yesterday. (I
went) In some languages, eg Italian, the
perfect aspect is correct. Use or ask for
an example from the participants’’ mother
tongue to illustrate this point
I’ll be with you in a minute, I’m just
wearing my coat. (I’m just putting my coat
on). NB – this could also be due to
tiredness or Interlanguage.
Translation
Converting from the mother tongue. This e.g. saying ‘ please’ when you give
someone something \this is possible in a
cause is very close to the Mothernumber of European languages, but not
tongue-interference category above.
really in English)
OverAssuming a rule applies in all cases and How many childs have you got?
generalization over-using it.
I teached them yesterday.
/overapplication
Carelessness
Not paying attention.
Tiredness
Feeling tired.
Anxiety
Feeling nervous about something
When learners are tired they tend to miss
out words or use simpler forms. They can
correct these if prompted.
An anxious speaker might produce
disjointed sentences with lots of
hesitations, or speak in monosyllables.
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Module 3 – Learner mistakes
g Correction codes
Look at this correction codes for correcting written work. Can you guess what the codes mean?
WW
WO
SP
V
P
X
?
T
1. Do you use a system like this in your own teaching? Why/why not?
2. What are/would be the pros and cons of using a system like this for correcting your students’
writing?
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Module 3 – Learner mistakes
g Correction codes – answer sheet
Look at this correction codes for correcting written work. Can you guess what the codes mean?
WW
Wrong word
WO
Mistake in word order
SP
Spelling mistake
V
Verb used wrongly or wrong verb
P
Wrong punctuation
X
Extra word
?
Meaning unclear, re-write
T
Wrong tense
Something missing
1)
Do you use a system like this in your own teaching? Why/why not?
Answers will vary, depending on whether or not the learners in the teachers’ classes do any writing at
all in English, the level of their writing skills, what type of writing they do, class size and so on. You
may wish to discuss the different levels of challenge involved for learners between:
a) underlining an error and indicating this with a symbol in the margin, and
b) including a symbol in the margin and not underlining the error.
2)
What are/would be the pros and cons of using a system like this for correcting your students’
writing?
Advantages might include the notion that feedback is tailored to individual needs, and that learners
assume responsibility for their own corrections in this way. Disadvantages might include the fact that
a system like this would involve learner training, and that some learners may not find this system
user-friendly, including, for example, those learners who have difficulty writing in L1.
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Module 3 – Correcting learners
c Learners, teachers and mistakes
Work alone to complete the questionnaire below by circling the answer which is closest to your
opinion. When you have finished, compare your answers with your group and discuss reasons for
any differences.
1)
How do you feel when your learners make mistakes in speaking work?
(a) I expect mistakes – they are a natural part of learning
(b) I want to correct all mistakes.
(c) My teaching must have been faulty.
(d) Annoyed, because it means they haven’t been paying attention.
(e) None of these (be ready to explain)
2)
When do you correct speaking work?
(a) As soon as I hear a mistake.
(b) At the end of the activity.
(c) Only if communication breaks down.
(d) If a learner is not making himself/herself understood.
(e) None of these (be ready to explain)
3)
What do you do when a learner makes a mistake in speaking work ?
(a) Tell him/her and ask them to correct it themselves.
(b) Tell him/her and give the correct version.
(c) Use a gesture to indicate and invite learner to try again.
(d) Indicate an error has been made and ask class to correct.
(e) None of these (be ready to explain)
4)
How do you correct written work?
(a) Underline mistakes in red and ask learner to do corrections.
(b) Underline mistakes and write correct versions.
(c) Use correction symbols and ask learner to try to correct themselves.
(d) Write notes and questions to guide learners to making corrections for themselves.
(e) None of these (be ready to explain)
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Module 3 – Correcting learners
c Learners, teachers and mistakes – suggestions for trainers
Complete the questionnaire below, by circling the answer which most closely represents your opinion.
Work on your own to do this, then compare your answers with your group and discuss reasons for
any differences.
1)
How do you feel when your learners make mistakes?
(a) I expect mistakes – they are a natural part of learning
(b) I want to correct all mistakes.
(c) My teaching must have been faulty.
(d) Annoyed, because it means they haven’t been paying attention.
(e) None of these (be ready to explain)
There are different reasons for mistakes (see previous sessions 1.11 and 3.3, so it is important
to understand why mistakes are being made. A learner who makes mistakes because he/she is
experimenting with new forms or new vocabulary is making a different kind if mistake from
someone who is repeating a drill or someone who makes a mistake because they are tired.
Mistakes are a natural part of learning a language. They provide information on the stage
learners are at. Correcting all mistakes in a fluency activity is impractical misses the aim of the
activity itself, and would be demotivating for many learners. If the focus of the activity is on
accuracy, there may be stronger grounds for correction.
2)
When do you correct speaking work?
(a) As soon as I hear a mistake.
(b) At the end of the activity.
(c) Only if communication breaks down.
(d) If a learner is struggling.
(e) None of these (be ready to explain)
If the activity focus is fluency, interruptions will distract from task and may damage confidence.
Interrupt if mistakes are creating incomprehension. Monitor and note common mistakes to deal
with at end. If the activity focus is accuracy, then correction is appropriate.
3)
What do you do when a learner makes a mistake?
(a) Tell him/her and ask them to correct it themselves.
(b) Tell him/her and give the correct version.
(c) Use a gesture to indicate and invite learner to try again.
(d) Indicate an error has been made and ask class to correct.
(e) None of these (be ready to explain)
Focus on fluency: selective correction usually at the end of an activity
Focus on accuracy: correction may b more immediate
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Module 3 – Correcting learners
The psychological state of the learner him/herself; the time of day etc may also influence when
and how much the teacher wants to correct
4)
How do you correct written work?
(a) Underline mistakes in red and ask learner to do corrections.
(b) Underline mistakes and write correct versions.
(c) Use correction symbols and ask learner to try to correct themselves.
(d) Write notes and questions to guide learners to making corrections for themselves.
(e) None of these (be ready to explain)
This recycles content discussed in Module 3.3. As with speaking, over-correction can be
demotivating for learners, and as with speaking, the nature and extent of correction may depend
on the focus of the task, the level of the learner, and sop on. If the written work is a copying
exercise or guided in some way, it may be appropriate to point out mistakes. Correcting them
for the student may sometimes be of doubtful education al benefit, though. If the written work is
not a grammar practice exercise, it may be more appropriate to correct mistakes which affect
meaning. Correction symbols and guiding notes/questions may be useful in helping learners at
higher levels develop writing skills. A focus on learner training (e.g. encouraging learners to
plan, draft, edit, and proofread) may also be a sound approach to helping learners take
responsibility for the language in their own written work.
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Module 3 – Correcting learners
d Correction techniques
Look at the correction techniques in the box, then select the ones which you think are most
appropriate in each situation. You may use more than one technique for the same situation.
Pressing together index finger and
thumb
Pointing forwards
Pointing backwards
Making a cutting motion with index and
third finger
Timelines
Hand circling
Feedback cards with target
Modelling
language/relevant vocabulary/reminders
Making a T-shape with
fingers
Counting/wiggling the fingers on one
hand
Peer correction
Writing phonemic symbols
on board
Putting main mistakes on board and
asking learners to identify/correct
Elicitation – from
Echoing with rising intonation
individuals and whole class
Situation
Spoken grammar mistakes
Technique
To indicate a wrong tense
To indicate a past or future time should be used
To show a continuous form should be used
To show missing words
To show there is a problem with word order
To show there is a word too many
To show learner should use a contracted form
Spoken grammar or vocabulary mistake
When the focus is on accuracy
When the focus is on fluency
Pronunciation mistake
To indicate wrong pronunciation
Other situations
Written work
Checking homework
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Module 3 – Correcting learners
d Correction techniques - suggestions for trainers
Look at the correction techniques in the box, then select the ones which you think are most
appropriate in each situation. You may use more than one technique for the same situation.
Pressing together index finger and
thumb
Pointing forwards
Pointing backwards
Making a cutting motion with index and
third finger
Timelines
Hand circling
Crossing the fingers on one hand
Modelling
Making a T-shape with
fingers
Counting/wiggling the fingers on one
hand
Peer correction
Writing phonemic symbols
on board
Putting main mistakes on board and
asking learners to identify/correct
Elicitation – from
Echoing with rising intonation
individuals and whole class
Situation
Spoken grammar mistakes
Technique
To indicate a wrong tense
To indicate a past or future time should be used
To show a continuous form should be used
To show missing words
Making a T-shape. Using timelines. Elicitation.
Peer correction.
Pointing backwards/pointing forwards.
Circling hands to indicate the idea of a
continuous event.
Counting/wiggling fingers.
To show there is a problem with word order
Crossing the fingers on one hand.
To show there is a word too many
Making a cutting motion with index and third
finger
Pressing together index finger and thumb.
To show learner should use a contracted form
Spoken grammar or vocabulary mistake
When the focus is on accuracy
When the focus is on fluency
Elicitation, modelling, echoing, repeating.
Putting mistakes on board and asking learners
to identify/correct. Elicitation.
Pronunciation mistake
To indicate wrong pronunciation
Modelling. Writing phonemic symbols on board.
Echoing.
Other situations
Written work
Checking homework
Peer correction. Putting mistakes on board and
asking learners to identify/correct.
Putting mistakes on board and asking learners
to identify/correct. Peer correction.
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Module 3 – Correcting learners
e Our beliefs about correction
Look at these statements. Discuss together whether you agree with each statement, and give
reasons for your answer.
1)
Analyse why mistakes happen.
2)
Give learners opportunities to correct their own mistakes.
3)
Give learners opportunities to correct each other’s mistakes.
4)
Ignore all mistakes, as we learn from our mistakes.
5)
Avoid correcting mistakes during freer practice activities.
6)
Correct mistakes during accuracy activities.
7)
Never interrupt learners when they are speaking to point out mistakes.
8)
Only correct mistakes if they prevent understanding.
9)
Give feedback on what learners do well, not just on their mistakes
10)
Underline all written mistakes in red.
Now select three statements which your groups agrees or disagrees with. Prepare a short
presentation (maximum 5 minutes) giving the reasons for your selection.
Listen to the other groups’ presentations – what do you think of their selections? Do you agree or
disagree with what they told you?
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Module 3 – Teacher roles
c What is a teacher?
Look at these definitions of ‘teacher.’ Which ones do you agree with? Are there any you disagree
with – why?
A language teacher is someone who:
Explains the
rules of the
language to
learners.
Has lots of
knowledge
about the
subject
Helps
learners
understand
Can
motivate
learners
Ensures that
learning
takes place
Is a qualified
professional
Makes
lessons
interesting
Develops
learners’
knowledge
and skills
Makes
lessons
fun
Gives
homework
and checks
it.
Now discuss your own definitions and write them in the bubbles.
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Module 3 – Teacher roles
d What does a teacher do?
Look at this extract from a teacher’s lesson plan notes for a group of teenage learners. The topic is
New Year. What does the teacher do? Write down what you think the teacher does for each step in
the lesson plan in the right-hand column. The first step has been complete for you already.
Topic:
New Year around the World
Time:
90 minutes
Main aim:
Learners will be able to write and say their own New year resolutions with a
good degree of fluency
Subsidiary aim:
Speaking, listening and writing skills development
Personal aim:
To use an info gap activity for the first time
Lesson plan
1
What the teacher does
New Year questions for groups to discuss
Introduces topic.
Set up groups and ask them to discuss:
a) How do people in your country celebrate New Year?
b) Is New Year celebrated in the same way at the same time
all over the world?
Feedback – discuss ideas and clarify that in different countries
(China, Bali, parts of India, Russia etc) New Year is celebrated at
different times
2
Encourages learners to
participate, contribute ideas.
Checks, gives feedback and
providing learners with
information.
New Year info-gap
Explain learners will have once piece of info about New Year in
different countries to enter on info-gap sheet. They then move
around asking classmates for their information to complete the
sheet.
Demo with one learner to check.
Distribute info cards (some learners will have the same info).
Class read cards and ask for meaning of any unknown words.
3
Monitor
Make sure they are filling in correctly. Check any problems. Help
with vocab.
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Module 3 – Teacher roles
4
Check answers and lead in to next stage
Get brief feedback from learners about New Year in different
countries.
Introduce idea of New Year resolutions and check that learners
understand the concept
5
Language of New Year resolutions
Brainstorm with class the kind of things people make resolutions
about.
Elicit language for expressing resolutions: “I’m going to …”
6
Make and discuss New Year resolutions
In groups of 4, learners write down 3 resolutions. Monitor, help
with language.
They tell other groups their resolutions and the reasons they
chose them.
Each group chooses which is the most interesting resolution.
7
Class feedback
Groups present their chosen resolutions to class. Class votes on
most interesting/most unusual resolution.
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Module 3 – Teacher roles
d What does a teacher do? – suggestions for trainers
Look at this extract from a teacher’s lesson plan notes for a group of teenage learners. The topic is
New Year. What does the teacher do? Write down what you think the teacher does for each step in
the lesson plan in the right-hand column. The first step has been complete for you already.
Topic:
New Year around the World
Time:
90 minutes
Main aim:
Learners will be able to write and say their own New year resolutions with a
good degree of fluency
Subsidiary aim:
Speaking, listening and writing skills development
Personal aim:
To use an info gap activity for the first time
Lesson plan
1
What the teacher does
New Year questions for groups to discuss:
Introduces topic.
Set up groups and ask them to discuss:
a) How do people in your country celebrate New Year?
b) Is New Year celebrated in the same way at the same time
all over the world?
Feedback – discuss ideas and clarify that in different countries
(China, Bali, parts of India, Russia etc) New Year is celebrated at
different times
2
Encourages learners to
participate, contribute ideas.
Checks, gives feedback and
providing learners with
information.
New Year info-gap
Organises activity,
Explain learners will have once piece of info about New Year in
different countries to enter on info-gap sheet. They then move
around asking classmates for their information to complete the
sheet.
3
Explains what to do.
Models activity.
Demo with one learner to check.
Helps with language.
Distribute info cards (some learners will have the same info).
Class read cards and ask for meaning of any unknown words.
Answers questions about
rules/procedure in activity,
possibl.y
Observes to get feedback on
learner performance.
Monitor
Make sure they are filling in correctly. Check any problems. Help
with vocab.
Guides and helps with
language if need be.
Helps if learners
misunderstand task.
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Module 3 – Teacher roles
4
Check answers and lead in to next stage
Get brief feedback from learners about New Year in different
countries.
Monitors learners’
understanding and
performance.
Introduce idea of New Year resolutions and check that learners
understand the concept
Gets and gives feedback on
activity.
Prepares learners for next
stage of lesson.
Checks a key concept.
5
Language of New Year resolutions
Involves learners.
6
Brainstorm with class the kind of things people make resolutions
about.
Elicits language.
Elicit language for expressing resolutions: “I’m going to …”
Possibly models or checks
language.
Make and discuss New Year resolutions
Sets up/organises activity.
In groups of 4, learners write down 3 resolutions. Monitor, help
with language
They tell other groups their resolutions and the reasons they
chose them.
Each group chooses which is the most interesting resolution.
7
Observes and monitors
(possibly takes notes).
Supports/gives information
to learners f during the task
if need be.
Class feedback
Organises learners.
Groups present their chosen resolutions to class. Class votes on
Involves them.
most interesting/most unusual resolution.
Provides feedback on ideas
and language as necessary.
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Module 3 – Teacher roles
e Teacher roles
Connect the teacher roles in this table to what the teacher did in the previous activity.
Some roles may overlap a little, while one role may not relate to the lesson at all
Two examples have been done for you.
Teacher roles
Actions
Planner
Informer
Providing learners with information
Checking/clarifying language.
Manager
Involver
Diagnostician
Resource
Helping with language. Being on
hand to help language needs.
Facilitator
Counsellor
Monitor
Assessor
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Module 3 – Teacher roles
e Teacher roles - suggested answers
Look at these roles. Relate them to the actions which you wrote down in the previous activity. You
may want to use the same role for different activities, or different roles may fit the same activities,
whilst some roles may not be used at all. A couple of examples have been done for you.
Teacher roles
Actions
Teacher has planned the lesson and materials.
Planner
Informer
Manager
Involver
Diagnostician
Language resource
Facilitator
Counsellor
Monitor
Assessor
Providing learners with information about
language and tasks
Checking/clarifying language.
Organising activity, explaining what to do.
Guiding learners and managing activity
Managing class groupings, interaction, handing
out info-gap sheets.
Encouraging learners to participate, contribute
ideas (e.g. though brainstorming).
Checking activity is working, listening to identify
learner strengths and weaknesses in language
and skills.
Helping with/modelling/giving feedback on
language.
Answering language questions.
Encouraging learners to participate, contribute
ideas.
Guiding learners, checking/clarifying language.
This involves teacher providing support and
advice on for example language or performance
problems etc. No direct evidence of this role from
lesson notes, but it’s possible teacher may need
to take on this role at any time in the lesson (e.g.
step 3).
Checking.
Observing.
Occurring throughout the lesson, as the teacher
is constantly collecting information about
learners’ work though observing them, and
maybe asking/interacting with them at times
Giving feedback. on performance.
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Module 3 – Teacher roles
f Roles and situations
Which teacher roles are possible in these situations? Write in as many as you think are relevant for
each situation.
Situation
Possible teacher roles
Learners discuss holiday preferences as a whole
class
Learners write their own ghost story in groups
Learners do a grammar gap-fill on past tenses
individually
Learners do a role-play ‘In a restaurant’
Learners do a vocabulary quiz
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Module 3 – Teacher roles
f Roles and situations - suggested answers
Which teacher roles are possible in these situations? Write in as many as you think are relevant for
each situation.
Situation
Possible teacher roles
Learners discuss holiday preferences as a whole Planner, manager, facilitator, involver, language
resource
class
Learners write their own ghost story in groups
Language resource, assessor, monitor, informer
Learners work individually on a grammar gap-fill
task on past tenses
Assessor, counsellor, monitor, language resource
Learners do a role-play ‘In a restaurant’
Planner, manager , resource, facilitator, involver,
monitor, language resource, informer
Learners do a vocabulary quiz in pairs
Diagnostician, monitor, assessor, language
resource
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Module 3 – Grouping learners
Interaction patterns
In groups, discuss the activity you have just done and complete the sentences. An example is
provided.
•
Working individually means ……………………………………………………………………………..
•
Open pairwork means when a pair of learners does an activity in front of the class, eg, when
giving feedback, giving a presentation or demonstrating an activity.
•
Closed pairwork means ………………………………………………………………………………….
•
Groupwork means ………………………………………………………………………………………..
Do you know of any other kinds of interaction patterns? Write your ideas below.
•
•
•
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Module 3 – Grouping learners
Interaction patterns – answer sheet
In groups, discuss the activity you have just done and complete the sentences.
•
Working individually means doing something alone, eg, preparing for an activity, completing an
exercise etc, often to compare and check with a partner.
•
Open pairwork means when a pair of learners does an activity in front of the class, eg, when
giving feedback, giving a presentation or demonstrating an activity.
•
Closed pairwork means when two learners work together to complete a task or to have a
discussion etc.
•
Groupwork means when 3 or more learners work together to complete tasks or carry out
discussions etc.
Do you know of any other kinds of interaction patterns? Write your ideas below.
•
Mingle activities – where learners walk around the classroom talking to a specified number of
other classmates.
•
Whole class – where teacher and learners are involved in an activity together, eg, discussions,
feedback, brainstorming etc.
•
Open class – similar to the above example, but teacher tends to lead and elicit answers from
individual learners
.
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Module 3 – Grouping learners
Seating arrangements
Which of these seating arrangements most closely resembles the classes you teach – A, B or C?
What do you think the advantages are of A? Are there any disadvantages? What can teachers to set
up pair and groupwork in diagram B and groupwork in diagram C.
AA
Teacher
B
Teacher
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Module 3 – Grouping learners
C
Teacher
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Module 3 – Grouping learners
Seating arrangements – suggested answers
Which of these seating arrangements most closely resembles the classes you teach – A, B or C?
What do you think the advantages are of A? Teacher can see learners clearly. It is easy to arrange
pair and group work. Are there any disadvantages? May be more difficult to arrange with large
classes. Some learners may have to move their chairs to see the teacher or what is on the board
What can teachers to set up pair and groupwork in diagram B and groupwork in diagram C.
B
Teacher
Pairwork and groupwork in classroom B
For pairwork, learners in row 1 turn their chairs around to row 2. Learners in row 3 turn their chairs
around to row 4. In row 5, learners sitting side by side move their chairs closer. Odd learner can
make a group of 3 by moving to row in front or to the side. For groups of 4 and 6, learners move their
chairs as in example below.
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Module 3 – Grouping learners
C
Teacher
Groupwork in classroom C
Learners can move their chairs across the room. Alternatively they can group in the space in the
middle.
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Module 3 – Grouping learners
What do you think about classroom interaction patterns?
Think about the activities you have done in this session and enter your responses in the table. Next
compare your thoughts with your group.
Advantages
Disadvantages
Individual work
Pairwork
Groupwork
Mingle
Whole class
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Module 3 – Grouping learners
What do you think about classroom interaction patterns?- suggested
answers
Think about the activities you have done in this session and enter your responses in the table. Next
compare your thoughts with your group.
Advantages
Disadvantages
Individual work
Time to think.
Time to plan what to say/do.
Learner can work ay own pace.
No ideas.
Feeling isolated.
Feeling nervous.
Pairwork
Practises communication.
Learners can help each other.
May give learners feeling of security if
they can do a task with a partner
before answering teacher.
Can learn from each other.
Can helps promote independence from
teacher.
Groupwork
In addition to pairwork advantages,
groupwork gives learners a chance to
hear a wider selection of different
views, ideas.
Mingle
Speak to different people helps
consolidate language and develop
skills.
Develops confidence.
Fun.
Useful when teacher needs to have
everyone’s attention at the same time
(e.g. instructions and feedback).
Teacher can elicit from class as a
whole rather than ‘picking on’
individuals.
Learners may feel relatively
unpressured.
May be frustrating if partners are at
different level or don’t enjoy working
together.
Can be problematic if .one partner
usually dominates.
Some learners may feel they only want
to interact with teacher, and that they
will learn partner’s mistakes.
Can be noisy (though if the noise is in
English, this may be an advantage).
In addition to pairwork disadvantage.
Some learners may feel more inhibited
about speaking at all in a group,
others may be more likely to speak in
L1 in groups.
Noisy.
Difficult to organise with large classes.
Shyer learners may not participate.
Learners may speak in mother tongue.
Whole class
Learners may feel shy about giving
answers in front of others.
Some learners may be afraid of being
wrong.
Some learners may tend to sit back
and not do anything.
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Module 3 – Grouping learners
Dealing with difficulties in pair and groupwork – Part 1
Look at the following possible difficulties which may arise when learners work in groups or pairs. How
can you deal with these difficulties?
Difficulty
Solution
1)
Certain learners dominate the others.
2)
Learners are resistant because they worry
about learning each others’ mistakes.
3)
Some learners are shy or not confident about
speaking.
4)
The learners are of mixed ability.
5)
Learners speak in their mother tongue.
6)
Class becomes very noisy.
7)
Learners are not used to working together and
so think it is not the right way to do things.
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Module 3 – Grouping learners
Dealing with difficulties in pair and groupwork – Part 2
Now look at these suggestions. Match each suggestion to a difficulty. Then compare them with your
own suggestions.
A. Be sensitive to pairings and groupings. Vary them - stronger learners don’t always appreciate
working with weaker ones. Provide more support to weaker learners. Do a needs analysis
and set homework to deal with weaknesses. Do mingles so that language is repeated and all
learners get an opportunity to work with learners at the same level as themselves.
B. Introduce pair and groupwork tasks gradually. Explain that they will improve their learning by
doing things together. Give the aim of each activity. Gather feedback from them afterwards
on what they got out of it.
C. Think about the possible reasons for this. Are they more capable than the others? Do they
get bored quickly? Is it simply a personal characteristic? Assign them a task, e.g. group
secretary, group leader. Responsibility may help to keep them focused on what they have to
do and they will have less time to dominate their partners. If they finish the task they have
been assigned before the others, give them an extra task
D. Give them support - make sure they have the language they need. Don’t force them to speak
till they are ready. Pair them with learners who do not dominate them. Give them time to
prepare what they will say.
E. If the noise is in English, this is because learners are using the language and developing their
skills and understanding. Noise is natural in a language classroom and shows learners are
interacting and engaged. Monitor to make sure class doesn’t become too noisy, and explain
the situation to other teachers or the Head before a lesson if you think the noise will disturb
them.
F. Explain that this is unlikely, but mistakes are a natural part of learning. During pair and group
work, monitor and collect mistakes to go over in class. Explain that an understanding of
mistakes, even if they are not personally making them will help them to understand the
language better.
G. Prepare learners so that they have sufficient language to do activities. Do not make language
they need to use too high-level. Distinguish also between the use of the mother tongue to
focus on learning and use of the mother tongue to talk about things which are not connected
to the lesson. If learners are explaining a language point, discussing meaning, or talking
about the rules, aim or steps to follow in an activity, this is quite natural. However, at higher
levels, you might encourage learners to use more English.
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Module 3 – Grouping learners
Dealing with difficulties in pair and groupwork - suggested answers
Look at the following possible difficulties which may arise when learners work in groups or pairs. How
can you deal with these difficulties?
1
Difficulty
Solution
Certain learners dominate Think about the possible reasons for this. Are they more capable
the others.
than the others? Do they get bored quickly? Is it simply a
personal characteristic? Assign them a task, eg group secretary,
group leader. Responsibility may help to keep them focused on
what they have to do and they will have less time to dominate
their partners. If they finish the task they have been assigned
before the others, give them an extra task
2
Learners are resistant
because they worry about
learning each others’
mistakes.
Explain that this is unlikely, but mistakes are a natural part of
learning. During pair and group work, monitor and collect
mistakes to go over in class. Explain that an understanding of
mistakes, even if they are not personally making them will help
them to understand the language better
3
Some learners are shy or
not confident about
speaking.
Give them support – make sure they have the language they
need. Don’t force them to speak till they are ready. Pair them
with learners who do not dominate them. Give them time to
prepare what they will say.
4
The learners are of mixed Be sensitive to pairings and groupings. Vary them- stronger
ability.
learners don’t always appreciate working with weaker ones.
Provide more support to weaker learners. Do a needs analysis
and set homework to deal with weaknesses. Do mingles so that
language is repeated and all learners get an opportunity to work
with learners at the same level as themselves
5
Learners speak in their
mother tongue.
Prepare learners so that they have sufficient language to do
activities. Do not make language they need to use too high-level.
Distinguish also between the use of the mother tongue to focus
on learning and use of L1 to talk about things which are not
connected to the lesson. If learners are explaining a language
point, discussing meaning, or talking about the rules, aim or steps
to follow in an activity, this is quite natural. However, at higher
levels, you might encourage learners to use more English. .
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Module 3 – Grouping learners
6
Class becomes very
noisy.
If the noise is in English, this is because learners are using the
language and developing their skills and understanding. . Noise
is natural in a language classroom and shows learners are
interacting and engaged. Monitor to make sure class doesn’t
become too noisy, and explain the situation to other teachers or
the Head before a lesson if you think the noise will disturb them.
7
Learners are not used to
working together and so
think it is not the right way
to do things.
Introduce pair and groupwork tasks gradually. Explain that they
will improve their learning by doing things together. Give the aim
of each activity. Gather feedback from them afterwards on what
they got out of it.
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Module 3 – Giving feedback
Your experiences of feedback
Remember a time when you have received feedback on an aspect of learning:
•
Who gave you the feedback?
•
How did it make you feel?
•
Did it help your learning?
Now remember a time when you have given feedback:
•
Who did you give the feedback to?
•
Why?
•
Did you find out what effect your feedback had on learning?
•
If so, what was the effect?
Now compare your experiences with a partner.
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Module 3 – Giving feedback
What? When? How? Who?
Discuss these questions. You can use ideas from your teaching experience, from your own learning
experience or from both if you wish.
•
At what stages of a lesson should feedback be given?
•
Does the type of activity influence the type of feedback?
•
In what ways can feedback be given?
•
How can teachers do their best to make sure feedback is effective?
•
Who gives feedback?
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Module 3 – Giving feedback
What? When? How? Who? - suggested answers
Discuss thee following questions. You can use ideas from your teaching experience or your own
learning experience or both as you wish.
•
At what stages of a lesson should feedback be given?
Feedback is not really dependent on stages in a lesson, though timing is of course a
consideration. The teacher will often want to give feedback to learners immediately after an
activity, as the activity itself will still be fresh in their minds. The teacher may also sometimes
want to give more general feedback to the class, perhaps at the end of each coursebook unit.
The main thing is to include feedback as a regular part of teaching, so that learners are
receiving frequent information about their progress.
•
Does the type of activity influence the type of feedback?
Yes. Feedback can focus on content, form, accuracy, performance, attitude, behaviour,
depending on the aim of the activity, the level and personality of the learners concerned etc.
•
In what ways can feedback be given?
Feedback can be given to the whole class at once, to groups, pairs, individuals, depending on
task. It can be an informal round-up at the end of an activity. It can focus on language issues
and can be written on board. It may provide guidance on behavioural aspects; encourage shyer
learners to contribute more. It may involve demonstrations of learners-re-performing something
they did well in front of class. For written work it is usually written. In all of these contexts it is
important to be constructive and focus on what has done well as well as what needs to be
improved.
•
How can teachers do their best to make sure feedback is effective?
The purpose of feedback is to help the learner to improve their performance next time.
Feedback which is specific or which provides targets to aim at for next time can help the learner
to do this. If a teacher writes a grade or a comment such as ‘Good’ on a learner’s homework,
this is certainly feedback. Similarly if a teacher says to a learners who answers a question ‘No,
wrong’, this is also feedback. However, neither kind of feedback is very helpful to the learner, as
it does not tell them what they are doing well, or what they need to improve. More constructive
feedback would contain more specific information. More specific feedback on the written work
would be: ‘Good handwriting, and good spelling. You answered each question carefully.’ More
informative feedback on the spoken work would be: ‘Try again. Do you mean go or went?’
•
Who gives feedback?
Learners to each other, learners to themselves, learners to teacher, teacher to learners.
There are clear implications for learner training in the first three options, as learners may not
understand the purpose of thinking about their own learning at first, and in some contexts may
be far more interested in marks.
One option for self reflection or peer feedback is to ask learners to complete stem sentences
such as ‘ I am/we are good at…’, ‘My/pour group worked well when …’ or ‘I/we need to work
harder on…’.
An option for the teacher to get feedback from learners is to ask them s to write down or say
one thing they learned in a lesson or three things they learned in a coursebook unit .
The needs for this kind of semi-formal feedback will have to be balanced against the amount of
time allocated to English in the timetable.
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Module 3 – Giving feedback
Constructive and unconstructive feedback - instructions
The aim of the activity is to match half sentences to form complete feedback sentences
After you have matched them, decide if the feedback is constructive or unconstructive and why.
1. Your trainer will give you two sets of cards: first halves and second halves of sentences.
2. Put these sets of cards face down on the table, and turn them over from each set one by one.
3. When you find a match, decide if the feedback is constructive or unconstructive and place it in
the correct column in the table.
4. Continue in this way until you have matched all the sentences.
5. Choose one feedback phrase you like, and be ready to explain why you like it to your
colleagues.
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Module 3 – Giving feedback
Constructive and unconstructive feedback
First half sentences
Why do you
keep
Wake up! Have Too many
you
We learned
Your spelling
spoilt this piece this last week.
How can you
of writing.
If you listened
more,
Not good
You should
know this by
Wrong
You made so
Not to
many mistakes, standard. Do
I
Lazy. Try
Some
Very
A good piece
of writing. To
A good effort.
We only
studied these
verbs
Well …
Good ideas,
but remember
to proofread
You’ve clearly
tried hard, but
you need to
work
I liked
Close, but not
quite
You’re on the
right track.
Can
That was a
difficult task
and
You worked
very well in
Your listening
You’re trying
hard and
making
progress. The
main thing to
work on
You used lots
of good
language, just
be
You spoke very You
Yes, an
…
contributed lots
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Module 3 – Giving feedback
Constructive and unconstructive feedback
Second half sentences
…making the
same
mistakes?
….been paying …mistakes.
attention?
…piece of
writing.
…have
forgotten
already?
… you wouldn’t
make
mistakes.
… enough.
…now.
… answer.
… am giving
you extra
homework.
this again,
please.
… harder.
…good ideas.
Think about
shorter
paragraphs
next time.
…good try.
Think about
using the
coursebook to
check spelling.
…improve
organisation of
your ideas, try
using
headings.
…very recently, …done!
and it takes
time to learn.
…on your
punctuation.
See me, and
we can talk
about how to
do that.
…the way you …right. Do
gave your own you mean ‘he’
or ‘she’?
examples.
…is your
…is getting
better. To help speaking.
more, you can
try the listening
exercises on
this website.
…careful with
intonation.
…your work.
…anyone help
with this
answer?
…you did it
well.
…your groups.
…clearly.
Perhaps just
think about
checking the
pronunciation
of the days of
the week.
…of good
ideas. Thank
you.
…excellent
answer.
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The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Module 3 – Giving feedback
Constructive and unconstructive feedback – completed answers
NB Negative Feedback is in the first two rows. There are 30 examples in all. You may wish to omit
some if you feel that this is too many.
Why do you
keep making
the same
mistakes?
Not good
enough.
Some good
ideas. Think
about shorter
paragraphs
next time.
We learned
Your spelling
spoilt this piece this last week.
How can you
of writing.
have forgotten
already?
You should
Wrong answer. You made so
Not to
know this by
many mistakes standard. Do
now.
I am giving you this again,
extra
please.
homework.
Well done!
A good effort.
A good piece
Think about
We only
of writing. To
using the
studied these
coursebook to improve
check spelling. organisation of verbs very
your ideas, try recently, and it
takes time to
using
learn.
headings.
Wake up! Have Too many
mistakes.
you been
paying
attention?
You’ve clearly
tried hard, but
you need to
work on your
punctuation.
See me, and
we can talk
about how to
do that.
I liked the way Close, but not
you gave your quite right. Do
own examples. you mean ‘he’
or ‘she’?
Your listening
is much better.
To help more,
you can try the
listening
exercises on
this website.
You’re trying
hard and
making
progress. The
main thing to
work on is your
speaking.
You used lots
of good
language, just
be careful with
intonation.
If you listened
more, you
wouldn’t make
mistakes.
Lazy. Try
harder
Good ideas,
but remember
to proofread
your work.
You worked
very well in
your groups.
You’re on the
right track.
Can anyone
help?
That was a
difficult task
and you did it
well.
You spoke very
clearly.
Perhaps just
think about
checking the
pronunciation
of the days of
the week.
You
Yes, an
contributed lots excellent
of good ideas. answer.
Thank you.
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Module 3 – Giving feedback
☺
Constructive feedback
Unconstructive feedback
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Module 3 – Giving feedback
The effects of feedback
Look at this diagram showing the effects of unconstructive feedback.
Negative/unhelpful
feedback
Causes
Demotivation
Creates negative
feelings towards TL
Damages
confidence
Impedes
progress
Creates
frustration
Can you think of any more effects of negative feedback?
Now work together in groups and produce a diagram illustrating the effects of positive feedback.
Compare your ideas with other groups.
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Module 3 – Giving feedback
The effects of feedback - suggested answers
Look at this diagram showing the effects of unconstructive feedback
Unconstructive
feedback
Causes
demotivation
Creates negative
feelings towards English
Damages
confidence
Slows or
stops
progress
Creates
frustration
Can you think of any more effects of negative feedback?
Now work together in groups and produce a diagram illustrating the effects of positive feedback.
Compare your ideas with other groups.
Two example answers follow, though other examples are of course possible …
Example 1
Constructive
feedback
Supports
motivation
Creates positive feelings
towards English
Supports
confidence
Helps
progress
Creates
interest
Example 2
Guides
improvement
Praise makes
learners feel good
about learning
Facilitates
learning
Helps develop
confidence
Positive/constructive
feedback
Can help
develop
autonomy
Encourages
learners to try
again
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