1. Nature of feedback and its two components

Read the definition of feedback in the glossary:

'Information that is given to learners by their teacher on their spoken or written performance, or to trainees or teachers about their teaching. It can also refer to learners reporting back to the class on what they have been researching or discovering.'

Reflect on your teaching experience and recollect what your usual reaction is when student's performance is good, bad or satisfactory, what words or gestures you use.

• Sum up: all the gestures and words mentioned above go under the heading Evaluation/Assessment (one of the components of feedback) - general information for the learner on how well/badly he/she performed. Another component of feedback is Error Correction - more specific information on aspects of Ls' performance through explanation/provision of better or other alternatives/elicitation of these from the learner.

2. Activity "Teacher's Role" (Samples of Different Feedback).

Do Task 1 individually. In small groups do Tasks 2, 3.

Task 1. Match the teacher's reaction with the metaphor describing T's role.

1. S: My sister went on holiday with your husband.

T: Not your, but her.

S: Yes.

2. S: My sister went on holiday with your husband.

T: That's wrong. We've been practicing possessive adjectives for a year and you continue making the same mistake. Shame on you!

3. S: My sister went on holiday with your husband.

T: What possessive adjective should be used?

S: What?

T: My sister is the third person singular, feminine, so the possessive adjective to be used with the word husband is her.

S: Yes.

4. S: My sister went on holiday with your husband.

T: Good, but let's think about the word combination 'your husband'. Is it right?

S: No, ... Her?

T: That's OK.

5. S: My sister went on holiday with your husband.

T: (in horror) My husband?!

S: (laughing) No, no, her husband.

a) Reference Book

b) Partner

c) Helper

d) Enemy

e) Authority Figure

Task 2. Work in groups. Share your ideas. Tell each other which type of feedback you would choose and why.

Task 3. In your groups try to predict students' reaction to each type of feedback. Who will experience: ……..Satisfaction - "I know something and I can correct my mistakes myself."

…….Aggression - "She is always humiliating me!"

…….Frustration - "She isn't listening to me but my language."

…….Encouragement - My teacher helps me to correct my mistakes in such a funny way! I'm not afraid of trying things out.

…….Fear - "I mustn't speak unless I know that what I'm going to say is right."

…….Irritation - "She is always giving rules I can't understand!"

3. Warmer 'Find something positive"

4. Eliciting errors as learning steps

Look at the examples of L talk:

I goed to school yesterday.

I'm seeing her well.

She has been working for the company.

I was write letters at 5.

I want going to the party.

Try to find something positive in the examples in terms of learning process.

5. Difference between an error and a mistake

Read the definition of a mistake and error in the glossary:

A mistake is a slip of the tongue caused by lack of attention, fatigue, carelessness, or some other aspect of performance; the learner knows the correct form but has temporarily forgotten it.

An error occurs because the learner does not know the correct form and so cannot produce it at this stage of learning.

6. Eliciting the significance of errors and mistakes

Look at the following dialogue:

A: How long are you here for?

B: Two years.

A: What?! You are already here since two years!

B: No, no! I am come yesterday.

A: Yester... .

B: No, no! Last week. I mean I come last week.

The situation: This is a conversation between two foreigners who came to Britain to learn English.

Answer the following questions:

Which mistake is the worst from the communicative point of view? Why?