Module3(Unit 33)

For questions 1-6, match the ways a teacher gives feedback on students' speaking with the
aims listed A-G. Mark the correct letter (A-G) on your answer sheet.
There is one extra option which you do not need to use.
Feedback on students' speaking
1.While students are telling a story to the class, the teacher writes feedback on the language
used and their ability to keep talking.
2.In a discussion, the teacher listens and only comments on students' ideas, not their
language.
3.During a practice activity, the teacher notices students are having problems with form and
meaning. The teacher stops the students and focuses again on the problem areas.
4.During a discussion activity, the teacher briefly interrupts on two occasions when students
are unable to understand each other.
5.Students use recordings of themselves speaking to correct their individual language
mistakes.
6.During a drill of some lexical items, several students are having problems with some of the
word stress and vowel sounds. The teacher responds by giving individual drills.
Aims
A. to encourage students to monitor their own spoken language
B. to develop students' oral fluency and accuracy
C. to focus students on the pronunciation of the target language
D. to encourage a focus on content rather than form
E. to encourage peer correction of target language
F. to ensure that the activity is able to move forward when communication breaks down
G. to re-clarify the target language for the whole class so that students can use it correctly
For questions7-13, match the teacher’s feedback comments with the feedback focus on
writing listed A – D.Mark the correct letter (A – D) on your answer sheet.
You will need to use each option at least once.
Feedback focus
A. organisation
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B. accuracy
C. range
D. register
Teacher’s comments
7.Don’t you think your email would sound better if you used some contractions – like I’m
instead of I am?
8.I like this letter of application a lot. It includes all the right information. Can you find a good
place to start another paragraph? This one is quite long and the reader might get lost.
9.I think the manager would be impressed by this letter but can you check the word order in the
request?
10.Next time you write a formal email like this it’s a good idea to start by saying why you’re
writing – don’t leave that until the end.
11.This letter uses a lot of good language but your English friend won’t be sure if your job at
the supermarket is permanent or temporary. Look at the verb form again.
12.This story is really interesting. There’s a nice introduction and it’s quite simple and easy to
understand but you could have used more past tenses because we’ve done more than the past
simple this term. Look back at units 3 and 4 in the course book.
13.It’s quite difficult to follow this essay because you’ve put some of the advantages in with the
disadvantages. Make notes before you write your next one.
For questions 14-23, match the learner comments on feedback with the types of feedback
on oral work listed A-E. Mark the correct letter (A-E) on your answer sheet. You need to
use some options more than once.
Types of feedback on oral work
Learner comments on feedback
14.At first it seemed strange when the teacher repeated my mistake. But now I think it’s a great
way to help me put it right myself.
15.I know immediately when I’ve made a mistake – I only have to look at my teacher!
16.Sometimes you learn as much from other students’ comments as from the teacher’s.
17.It’s nice to be told you’ve done the task well. It makes you feel more positive towards the
teacher.
18.I need to know what my level is, so that I can improve on it another time.
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19.As it might be us getting the comments next time, we’re usually careful to say positive
things about each other’s work.
20.The teacher tries to say nice things about everybody’s language, but you can see it’s quite
difficult with some students!
21.I started to say persons, not people but when I saw the teacher’s reaction, I quickly corrected
myself.
22.My parents want to check whether I’m making progress or not, so I need to show them
something to prove that I’m doing well.
23.The teacher’s voice goes up a bit when he says it, almost like a question, and I always know
what he means.
For questions 24-30, match the examples of teachers giving feedback with the aims of
feedback listed A, B and C.
Mark the correct letter (A. Bor C) on your answer sheet
You will need to use some of the options more than once.
Aims of feedback
A.to encourage students' ability to self-correct
B.to raise student self-confidence
C.to improve classroom relationships
Teachers giving feedback
24.You're going to do your projects in teams with a specific task for each member of the team.
it's important for the team that everyone does their task properly.
25.As you were practising the role play. I noticed quite a few of you were forgetting about
articles. Try it again and pay particular attention to your use of articles
26.I thought you acted out those dialogues very well. You generally noticed when you'd made
a mistake and were able to correct it
27.Your work has improved a great deal so now let's try something more difficult.
28.I’ve listened to your recordings and written some comments on them. Before I give you
these, listen to your own recording. What comments do you think I made?

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29.Remember that you can learn by listening as well as speaking. So please pay attention
when other students are talking.
30.This week's homework is much better. All that work we did on checking your writing really
seems to have helped.

For questions 31-35 match the ways a teacher gave feedback on students written work
with the aims listed A-F.Mark the correct letter (A-F) on your answer sheet.

There is one extra option which you do not need to use.

Feedback on written work

31.The teacher marked students' writing using a correction code. Then she gave them time in
the lesson to improve their work while she monitored.

32. The teacher gave an overall grade for letters students had written for homework. He also
gave them an example letter to look at.

33. The teacher used a system noted smiling and sad faces to give students feedback on their
written work.

34. The teacher noted mistakes from students' written work and used these to prepare a
language quiz, which students did in teams.

35. The teacher only commented on the content of stories that students had written.

Aims

A. to focus on common language mistakes that many students made in their writing

B. to inform students of their general progress in writing at the end of term

C. to encourage students to learn to edit their own work

D. to encourage students' creativity and to create a positive attitude to writing

E.to provide students with a model for similar written work in the future

F.to inform primary age students about their progress in a fun way

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For questions 36-40, match the situations with the kinds of feedback listed A-C.
36.The teacher notices that all the learners are having problems with the new language. She
notes the problem down and discusses it later with the learners.
A peer feedback
B teacher feedback to the class
C teacher feedback to an individual
37.A young learner has just finished talking to the class about his hobby. The teacher says:
Thank you very much. That was very interesting
A feedback on language
B feedback on attitude
C feedback on ideas
38. A teenage learner has written a story for homework. The teacher has written: This is so
much better than last week's homework. Well done.
A specific instruction on what to do
B identifying problems
C encouragement
39. The teacher writes on the first draft of a learner's composition: 'Look at this website for
more ideas.
A feedback on grammatical mistakes
B instructions on planning
C help with using reference resources
40.The teacher is talking to a group of primary-school children at the end of a group work
activity. She
says: "You talked a lot today and I was pleased to see everyone working so well together"
A feedback on pronunciation
B feedback on behaviour
C feedback on progress

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For questions 41-50, match the teachers' comments with the focuses of feedback listed A,
B or C. Mark the correct letter (A-C) on your answer sheet.
Focuses of feedback
A language
B behavior
C progress
Teachers' comments
41.You used some lovely adjectives in your story today.
42.Stop talking.
43.Your work has really improved this month.
44.Iam pleased to see you helping the other learners.
45.You have expressed yourself well.
46.Your mark in this test is worse than last time
47.You are such a quiet class today.
48.That was very clearly explained. Well done.
49.I'm not sure what you mean.
50.Good you remembered to put your hands up.