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1. Do you find feedback easy or difficult? What can be the difficulties?

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1. Do you find feedback easy or difficult? What can be the difficulties?

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• Ss want to provide all answers
• When to do it - quick finishers?
• Show-off students

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1. Do you find error correction easy or difficult? What can be the difficulties?

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1. Do you find error correction easy or difficult? What can be the difficulties?

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Both...
Some difficulties can be:
• Knowing your level well to be able to correctly correct - knowledge of grammar and vocab.
• When to correct - hindering fluency.
• Over Correcting
• Ss feeling like they are being put on the spot or feel singled out

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Check no one's left behind.
Lessons tend to be chronological.

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• Students want to be corrected: that's what teachers are for.

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1. Do you find concept checking easy or difficult? What can be the difficulties?

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1. Do you find concept checking easy or difficult? What can be the difficulties?

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• Easily forgettable - fast paced
• grading language to class
• assumption that higher level Ss know what you're talking about

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It depends...
• Which moment in class?
• Incidentally, as and when the errors happen
• When focusing on target language
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• Pron - repeating after Ss makes a mistake, recasting
• Sentence/Grammar Auction next day.
• Make notes on mistakes and follow up next day
• Eliciting full grammar conjugations from Ss.
• Mime/actions/mouthing words
• Little notes to yourself - give to Ss directly.

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It depends...
Reading: middle/end

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• To check Ss know what they're doing
• To check Ss understand new language / vocab / grammar
• Reminders and repetition
• Active brain process - to make active not passive learning

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Before each activity (test/teach/test)
During activity
After
...all of the above

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•Praise: to encourage, build a team atmosphere, class rapport.
•Games: Whiteboard race.
Give answers on a piece of paper (low tech).
•In pairs/groups before to class.
•Speaking: Positive and negative feedback at the same time (good/bad/good).
•Peer feedback: Ss give feedback to other Ss
• Ask the Ss aif they liked the class/activity - T is invested in Ss
• Quiz - Answers on board, behind each are points, randomization.

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• Writing instructions up as well as verbal instructions.
• CCQs: simple/yes/no questions
• Eliciting from Ss - analysis of
• Ss ask each other Qs to check they know
• use the wrong context - to test/trick them up
• Grammar - timelines
• Vocab - break down the word / opposites / synonyms