The following questions will be projected on the board, and teachers will have a conversation with the person sitting next to them about it for two minutes. Then, for the feedback teacher will ask them to report their partner’s opinion about the question. What different kinds of feedback have you received in your life? How do you like to receive feedback?

I will give HO1 and ask Trs to complete all tasks in it individually. The type of feedback for the tasks in HO1 is in the following order: Task one: put the answers on the whiteboard Task two: nominating some of the Trs to share their responses After that, I will show the picture of the whole class feedback and give them Two minutes to talk to their partner and see what's going on in the classroom and what's wrong with that. For the feedback, I ask one person from each group to share their responses. Then I will project the following situation and elicit the type of feedback the teacher is giving. Teacher: ... and what’s the answer to number 3? Whole class: He bought a sandwich. (Sea of noise in which the teacher hears the answer) Teacher: And number 4? Whole class: He drank orange juice. (Sea of noise in which the teacher hears the answer) Then I will ask them to discuss the drawbacks of whole class feedback in their group. What are the drawbacks of whole class feedback? I will direct them to find the answer key under the tables for the feedback.

Trs will be given the following situations on the card to discuss with the person sitting next to them what is going on in that situation and what's wrong with that. Teacher: So what did you and Luca talk about, Paolo? Learner: We talk about classic film we like. Teacher: Oh, so which film? Learner: We talk about Casablanca. Teacher: Talked. What happens? Learner: Talked? Teacher: Yes, so what is the story? Learner: We talked about Casablanca? Teacher: That’s right- you told us. But who are the main characters? Learner: (silence) For the feedback, I will have whole class feedback and use the situation to elicit CB/LB.

Trs will be given a handout to work on the following questions individually, and after checking their answers with their partners, they will see the key on the board. In each situation, 1- 8, first, decide whether the teacher’s feedback is content-based (CB) or language-focused (LF). Then discuss how they would give feedback in each situation. The teacher … 1 asks learners whether they agreed or disagreed with each other in a discussion about public transport. ________ 2 checks an answer to a controlled practice gap-fill task (e.g., My car stole last week). ________ 3 tells a learner to think about the tense she has just used. ________ 4 tells a learner that she found his story exciting to read. ________ 5 writes words up on the board that learners stressed incorrectly when doing a role play. ________ 6 asks learners how many other learners they spoke to after a ‘find someone who ….’ task. ________ 7 repeats a correct version of a structure (e.g., complex) that a learner has said incorrectly when practicing dialogue in pairs. ________ 8 praises a learner for using wide-ranging intonation when practicing suggestions. ________

Then we will have a brainstorming using mentimeter.com on some alternative FB techniques? For feedback, they will walk around the classroom, see different types, and discuss with their partners why we use them.

There will be a table about monitoring and its reasons, and I will ask Trs to tick the reasons for the correct box. After that, we will have a class discussion about them.

Teachers will be asked to search booklet.com/play and then enter the pin, and we will start to play a game. It is a game about monitoring. Teachers will see a purpose for monitoring, and they are supposed to choose a purpose out of multiple choice and tick it. At the end of the game, teachers will be given an answer key to reading about monitoring.