UNIT 30 1 В Assessor, After introducing new language to students it's important that the teacher cheeks that they understand the meaning of the new language. To do this, she needs to check the concept. Example exponents: Are we talking about now? Is this always true? When we use 'if does that mean It is sure... or not?
UNIT 32 The teacher could model the target sentence
again while all the students listen. She could
also beat out the rhythm using gesture to
show students what the correct pattern is.
The teacher's correction technique depends
on whether the mistakes interfere with
communication. If the other learners in
the class cannot understand what the
learner is trying to say, then the teacher
can gently correct using echocorrection or
reformulation. If the mistakes do not interfere
with communication, then the teacher could
give the learner individual feedback after the
activity.
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Answer key for Follow-up activities
The teacher could use a correction code so that" thed camerawork om/the-mistakesTor '■■■■■' themselves. The teacher could then look at each learner's work to make sure they have written in the corrections correctly.
The teacher could go round each group and tell them to look carefully at the posters and to check for mistakes {peer correction). She can also have groups look at other groups' posters to check them for accuracy. If this technique does not result in the level of accuracy that the teacher wants, then she will have to tell the learners what the mistakes are and help them correct them. To keep learners motivated, she may think it is best not to correct at all. This will depend on the class.
UNIT 33 Students compare their answers in pairs. The purpose of this student-to-student feedback is to enable the students to compare their work with a partner (cooperation) and, when there are differences, go back to the text or the exercise and check more carefully for the correct answer (linguistic). This type of student-to-student feedback can give learners more confidence in offering answers to the class when the teacher elicits them.
Check answers with the class. The purpose of this feedback from the students to the teacher is for the teacher to make sure that students have understood the listening sufficiently well to complete the task. If she finds that the students have not been able to complete the task, she might a) play the CD again, b) give students information before they listen again to make the task easier, c) provide the answers, e.g. on the hoard, and move on to the next activity.
Elicit from students the strategies they used to do tire I r u el la Ise acti v i tv. The pu rpose of this feedback is to encourage students to reflect and to become more autonomous. An added purpose is to enable students to become better at certain types of task, for example those which they will meet in examinations.
Monitor students as they do the activity. Remind them to look back in the hook and cheek with their friends. The purpose of monitoring is for the teaelier to provide students with feedback on their work, and/or for students to he able to ask questions of the teacher if they have any queries. By reminding students to look in the hook and cheek with their friends, the teacher is promoting learner autonomy and peer support. End the lesson by eliciting feedback from students on what they did in the lesson and what they think they learnt. The purpose of this feedback is for the teacher to a) find out what tire students think they have done and learnt in the lesson (it might not always match with the teacher's aims), b) find out what she might need to recycle in another lesson (if students have not fully understood), c) promote learner autonomy and reflection amongst the students.
