Page 171 - Teaching English at Primary Level: From Theory into the Classroom

Planning and Performing Online Live Education with YL

Table 11.2 Formative Feedback
Feedback Sentences produced by YLs Teacher feedback (written in L1 or English)
First A fih lives in my houm. ‘Nice work, Tina. But you can make it better.
Aturtl lives in my houm. Please check the underlined (e.g. circled, high-
A canari lives in my houm. lighted) words. Go back to the game with animals,
find your animals and re-write your sentences.’
Second A fish lives in my huom. ‘Much better, Tina. All animals are correct.
A turtle lives in my houm. But how do we write the word ‘home’?
A canary lives in my houm. Is it a ‘houm’ or is it a ‘home’?’
Third A fish lives in my home. Well done, Tina!
A turtle lives in my home.
A canary lives in my home.

their own sentences, choosing the animal from the link (QR code).
Pupils read the names of the animals by clicking the numbers from
1–12, select the correct answer and hear the selected word. Then they
complete the sentences with the names of their favourite animals.
Pupils may also take a picture of the animal they have at home or try
to find some photos or pictures of pet animals that live at home and
share the photos in their e-notebook and complete the sentence(s).
5. Additional activity for early finishers – send the pupils the link (QR
code). First YL listen to the song, then they read the lyrics on their own
and finally they try to join in and use the lyrics of the song as karaoke.

Providing Formative Feedback
When pupils finish writing their sentences, check them and comment on
their achievement. If necessary, they work on improving their sentences.
Here is an example of the comments made by the teacher. The feedback was
given three times (Table 11.2).

Scenario Outline 2
When using online instruction with YLs, it is also important to cooperate with
parents or the family who can offer to their children (ages 6 to 7) additional
support on how to use different online platforms or applications and carry
out individual tasks. If there are, for example, two FL classes a week, one class
can be done at home, where YLs try to carry out the tasks with their parents’
support, the second class is performed live online, where YLs meet with their
FL teacher and together develop FL interactive communication and discuss
their tasks or projects (blended learning).

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