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Students have completed a close exercise or target grammar task. No need for teacher to mark as limited answer options.

Correct answers may be elicited or displayed in sections to not overwhelm. Students put away black pen, get out green pen tick and correct when wrong. Anyone not marking or correcting in black pen is pulled up. Students with plenty of green pen are praised and work shown as model. Students who don’t complete- have to do so in break.

I can then glance and put a well done in red pen.

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Students value oral feedback at entry 1. Work on written feedback more. Train and encourage students to look at written feedback.

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Positive feedback- peer check to find an example of a correct compound sentence. Share it with the class.

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Positive feedback- peer check to find an example of a correct compound sentence. Share it with the class.

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Rather than write full sentences when giving feedback, use a SPaG system and give ticks for correct- and maybe one or two words about how it’s correct or good. Also add a line for the ideas conveyed and whether it’s good/ meets the brief

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Ask students to come to the board and write a sentences or words.

I ask the student to stand back to check their sentences, ‘Are you happy?’

They usually find a missed capital letter or a missed full stop. If they can’t see it, the class would tell them.

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I mark one handout from 1 table and give that student my red pen to mark other handouts from their table. They become the teacher.

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Take notes of students oral mistakes during their speaking activity without interfering(focus on fluency). Get feedback from students first regarding the content and discus as a whole class (focus on content). Later share the sentences for delayed error correction - students spot their mistakes and correct them( could be done as a whole class or pair work-focus on accuracy)

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At start of class students write down a new word have learned that week on mini whiteboard. On the back of the board they write a sentence with it. Class decides which are useful words to write up in vocab book.

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Tag feedback sentence starters ( Maria, Sarah, Teju, Lillian)

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Tag feedback sentence starters ( Maria, Sarah, Teju, Lillian)

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Give timely feedba

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Marking writing and returning work to students with clear marking codes for the learners to rewrite their work by self correcting their errors with the help of the codes in their earlier marked piece of writing. And then teacher checking the rewritten work for any errors and repeating the process until the piece of student writing has reached the required level. It’s a bit laborious but i find very effective as feedback is individual and focused.

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Balance feedback with positives and negatives

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Students learn incorrect spellings from written work, to be tested next lesson.

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After displaying the learner’s work (with the learner’s consent) on the board, I raise a question like ‘Can you find three grammar mistakes in this writing’ and encourage everyone to find mistakes and find 3 strong points about their friend’s writing. This becomes a challenge for everyone and get them engaged in giving feedback.

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After displaying the learner’s work (with the learner’s consent) on the board, I raise a question like ‘Can you find three grammar mistakes in this writing’ and encourage everyone to find mistakes and find 3 strong points about their friend’s writing. This becomes a challenge for everyone and get them engaged in giving feedback.

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Post writing task peer error correction (Teju)

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Post writing task peer error correction (Teju)

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Extract sentences from individual students’ writing to the board for correction by peers.

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This works well when you have students working in a limited number of groups creating e.g. a poster, do's and don'ts or a collaborative text.

You need a clipboard and some blank A4 ruled into as many boxes as there are groups. Give each one a number.

Circulate and write a selection of feedback comments in the box for each group. Don't reference the actual language used e.g. There are five verbs you need to change to Present Perfect?

You've used the vocabulary from the lesson really well?

There are three mistakes with the definite article.

Get the learners to pin their work on the wall.

Photograph your feedback sheet and board it. In pairs, learners circulate and read each other's work. They have to match your feedback to the correct group text.

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https://visuwords.com

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You can use facial expressions, noises, sounds etc to show when students are making a mistake.

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Use applause tecknique to praise students' work and achievement mostly in speaking tasks.

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It is / There is Enrichment Kahoot quiz

https://create.kahoot.it/share/it-is-there-is-there-are-they-are/b55de9b8-c5c3-4554-8990-4a7babbabe6d

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It is / There is / There are / They are - Details - Kahoot!

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Using humour to give a negative feedback

Example: use the DON’T BREAK THE FAMILY to give feedback on present continuous (verb to be + ing)

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Yes/no cards . Print cards with yes on one side and no on the other. Ask students questions related to topic . Students show cards to agree / disagree. Eg. Blue is an adjectives ‘YES’ .

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Write a list of recurring/common errors your group make and display it on the board. Include some similar phrases/sentences that are correct.

You can tell them how many are correct, or just tell them there are some that are correct, or don’t tell them any are correct! (Depending on how difficult you want to make it.)

Have students work in pairs to correct the sentences/phrases.

Optionally, class discussions about the language/reasons for errors etc.

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Students go to the front of the class and talk about an exam topic

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After a few weeks into the course when students know a bit about reading strategies ask students to complete a past exam paper.

Mark the paper. Circle correct answers where necessary. Return the papers to the students. They have to work out why the answer is correct, underline their reasoning and write the question number on the text.

They will be ready to explain their reasoning to the class when asked in the next lesson.

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To give negative feedback by using humour to avoid embarrassment

For example: when teaching the rule of using verb to be with ing in present continuous, one can use the DON’T BREAK THE FAMILY joke to give feedback in case of incorrect use:

https://youtu.be/-qL-Dk0GPzE?feature=shared