My portfolio teaching practice 2 training | Page 18

patterns naturally, you can also use them to point out the techniques that
native speakers use to be effective communicators; use of stress, linking
and intonation in particular.
How can you indicate individual sounds?
Mouthing the word
Using gesture
Emphasizing the syllable containing the sound
Finger indication
Visuals, hands
Phonetic or phonemic symbols
7 Giving feedback to students
Giving feedback is one of the most important responsibilities of a teacher.
By providing ongoing feedback you can help your students evaluate their
success and progress. Feedback can take a number of forms: Giving
praise and encouragement; correcting; setting regular test; having
discussions about how the group as a whole is doing; giving individual
tutorials; etc. Some of these types of feedback are easier to incorporate
into the TP situation than others.
The type and extent of feedback and its timing depend on variety of
factors: Individual students, the culture you are teaching in and the
expected roles of the teacher; the stage of the lesson and the type of
activity, the stage in the course. In this information we look at the role of
feedback including correction in TP, and practical correction techniques
are described. We also examine ways of evaluating and testing student
performance and progress.
Giving positive feedback
The aim of feedback is to bring about self-awareness and improvement.
Everyone thrives on genuine praise and encouragement. When giving
feedback on oral or written work, always be on the lookout for positive
pints to comment upon. For example:
Successful communication, where students have expressed themselves
clearly and been understood by others.
Accurate use of grammar pints recently learned.
Use of new vocabulary, appropriate expressions.
Good pronunciation, expressive intonation.
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