TEACHER: My instructions were so clear — but all the students did different things — and none of them did what I asked them to do.
Even the clearest instructions can be hard to grasp — so, after you ’ ve given them, it ’ s well worth checking that they have been understood. A simple way is to ask a student or two to repeat them back to you
When you want to check learners ’ understanding, questions
such as Do you understand? are often useless. If you get a Yes reply it could mean I ’ m nervous about seeming stupid or I don ’ t want to waste the class ’ s time any more or I think I understand, but...
Getting students to demonstrate their understanding teacher using a language item in a sentence repeating an instruction explaining their interpretation of an idea
Fear of genuine feedback the teacher’s attitude response the questions asked the classroom atmosphere Aspects infect feedback
In her placement test (which was mainly multiple choice grammar questions) she scored very well but at the initial interview she had trouble answering even simple questions about herself and often asked the interviewer to repeat the question.
The Japanese learner clearly needs a lot of work on the skills of listening and speaking. the main thrust of the work could be on realistic listening and speaking activities to promote fluency and improve communicative abilities.
It is important to remember that no one area of skills or language systems exists in isolation listening reading speaking writing
Every activity is likely to involve some work on both language systems and skills, In the following, classify each activity as ‘ mainly skills ’ or ‘ mainly systems ’ . Then decide which skills or which language systems are being worked on.