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TKT 3 - Lesson 29 - Task

The document consists of two sample tasks for a TKT Module 3 worksheet focused on giving feedback to students. It includes matching exercises for feedback on written work and speaking, along with corresponding aims for each feedback method. Participants are required to identify the purpose of various feedback strategies used by teachers.

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Pablo Gomes
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43 views2 pages

TKT 3 - Lesson 29 - Task

The document consists of two sample tasks for a TKT Module 3 worksheet focused on giving feedback to students. It includes matching exercises for feedback on written work and speaking, along with corresponding aims for each feedback method. Participants are required to identify the purpose of various feedback strategies used by teachers.

Uploaded by

Pablo Gomes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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TKT Module 3: Giving feedback – participant’s worksheet 2

Group A
Sample Task 1
For questions 1–5, 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.
You need to use some options more than once.

Feedback on written work

The teacher marked students’ writing using a correction code. Then she gave
1
them time in the lesson to improve their work while she monitored.

The teacher gave an overall grade for letters students had written for homework.
2
He also gave them an example letter to look at.

The teacher used a system of smiling and sad faces to give students feedback on
3
their written work.

The teacher noted mistakes from students’ written work and used these to prepare
4
a language quiz, which students did in teams.

5 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

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom
use provided no charge is made. For further information see our Terms and Conditions
TKT Module 3: Giving feedback – participant’s worksheet 3

Group B
Sample Task 2
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.
You need to use some options more than once.

Feedback on students’ speaking

While students are telling a story to the class, the teacher writes feedback on the
1
language used and their ability to keep talking.

In a discussion, the teacher listens and only comments on students’ ideas, not their
2
language.

During a practice activity, the teacher notices students are having problems with form
3
and meaning. The teacher stops the students and focuses again on the problem areas.

During a discussion activity, the teacher briefly interrupts on two occasions when
4
students are unable to understand each other.

5 Students use recordings of themselves to correct their individual language mistakes.

During a drill of some lexical items, several students are having problems with some of
6
the word stress and vowel sounds. The teacher responds by giving them 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

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom
use provided no charge is made. For further information see our Terms and Conditions

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