When checking the answers to an exercise or activity, teachers can often revert to a more traditional role, where they stand at the front of the room, and they ask students for their answers and tell them whether they are right. I am going to tell you about my practice at the British Council in Cameroon.
In this YouTube-based activity, students watch a scene from an animated film and observe the actions performed by characters. The activity is suitable for low level primary students since the focus here is not on listening.
The term feedback can apply to a number of classroom situations and procedures, but here it refers to a range of techniques employed by the teacher to facilitate responses from the students to an exercise or task.
Making sure that students understand what is happening in the lesson and that they have understood the language you have taught them can at times be very difficult.
All academic institutions have to demonstrate their commitment to providing effective teaching. Peer observation has an important part to play in this process.
Some time ago, I wrote an article about different ways responding to your students' written work. This present article builds on those ideas and gives suggestions for how students can respond to each other's writings.
In a standard language focus lesson following a PPP (present, practise, produce) or similar format, the target language (structure or vocabulary) is normally presented in context, then isolated and analysed.
