When monitoring, if the teacher can see all learners have correct answers to a task, they do not need to do open-class feedback. They can just confirm that learners' answers are correct. - Good, The teacher should always provide ‘task language’ when students peer-check their answers. - Good, The teacher can move on after showing the correct answers. Since learners have already peer-checked their answers, further justification is not needed. - Not Good, Feedback should be accompanied by praise and encouragement. - Good , If the teacher uses games and activities where the answer key is provided, they can move on after the task. - Depends, When monitoring, the teacher shouldn’t give any feedback even if students are struggling. - Not Good, The teacher should make sure that everyone is involved and can answer the questions; the teacher shouldn’t move on after hearing the correct answers from a couple of strong students. - Good, In listening tasks, the teacher should provide the correct answers when no one in the class gets the correct answers. - Not Good, The teacher should always do open-class feedback after a detailed listening task without allowing learners to check in pairs. - Not Good, In reading, a good way of providing feedback on wrong answers is to read out the part of the text where there’s the answer. - Not Good, The teacher should keep a poker/blank face when getting an answer from a student. - Good, Feedback should include not only the correct answer but also an explanation of why other answers are incorrect. - Good, The teacher should provide justification for every single answer. - Not Good,

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