| LESSON OVERVIEW
In this lesson, students discover a formula to help them give great feedback and learn some useful phrases for giving and receiving feedback in English. They also watch a video about giving feedback and learn vocabulary related to it.
C2 / Proficiency75 minStandard LessonPremium Plan
VOCABULARY & VIDEO
The lesson starts with a brief discussion on a quotation about criticism. Then, students share their experience of giving and receiving feedback. After the warm-up, students do a vocabulary task in which they match eight words with their definitions (e.g. buy-in, actionable, misinterpret). Then, they decide how the words might relate to feedback. Before watching a video about giving great feedback, students decide what makes someone good at it. While watching the first part of the video, students need to answer questions about a formula explained in the video. Then, they watch the second part and take notes on different parts of the formula. As there are four parts, students are split into two groups and each group is asked to make notes on two of the parts. After the video, students share notes with a partner. Finally, they also complete a summary of the formula.
PHRASES FOR GIVING AND RECEIVING FEEDBACK
This part of the lesson starts with a short discussion in which students share their opinions on the formula and how useful it can be. In the next task, students need to put the formula into practice. They read four examples of feedback and rewrite them according to the four parts of the formula outlined in the video. After that, students read fourteen phrases that can be used when giving and receiving feedback. Their task is to decide what their functions are (e.g. giving praise, offering suggestions). Finally, students do several role plays in pairs. The situations are set in business and educational contexts. Students are either on the giving or receiving end of the feedback.This way, they practise the formula as well as phrases they’ve learnt. The lesson ends with two questions that make students analyse whether they’ve role-played the scenarios well.
WORKSHEETS
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This is a great lesson! Thank you) Me and my students loved it)
Glad your class enjoyed it! Thank you 🙂
This online lesson plan asks people to watch teh video and answer questions as pairs.’ – think that through a moment – how can that work on Zoom or teams with, say 4 people – how do those 4 people, assuming they are in differnet locations, split into pairs – you can’t create two break-out rooms and play a video to both rooms simultaneously – so how does this work?
The way we thought this task would be done is that your students actually watch the second part of the video together. You’d just decide who focuses on what parts of the video. Only after they watched the video and made some notes, you’d split them into pairs and assign to break-out rooms so that they can summarize the assigned parts based on what they’ve noted down and remember.
BTW I’d love to learn how you and other teachers do such tasks in their online group classes.
I would put the A pair together and the B pair together and send them the link before they go to their breakout rooms and tell them which parts they need to watch and make notes about. After they have watched and made notes they should compare them briefly and then I would repair them into A-B pairs to swap info and discuss.
I don’t know if what I wrote might be confusing so initially A+A and B+B in the same room to watch and make notes. Then they compare and then repair A+B pairs to discuss their notes.
Ever used Teamflow? On that, you can totally do what you’re describing.
*My comment above is @Myles
On Zoom you can use breakout rooms.
Given what Frank Clark was known for historically and politically (racial segregation) I’d consider changing the lead-in quote! I’ve replaced it with something similar from Will Self “A creative life cannot be sustained by approval any more than it can be destroyed by criticism.”
Thanks for the heads-up on that one and apologies for any offence caused. I should’ve done my research better! We will update that asap. Thanks for the suggested replacement too.
We’ve just updated the worksheet and replaced that quote with another one. Thanks again for leaving the comment about it.
One of the best lessons! Thank you
So happy to hear it’s been useful 🙂
The content of ESL brains lessons always use up to date subjects and never fails to provide fabulous content – this one was no exception – THANK YOU
It’s awesome to hear that! Happy that you and your students enjoyed this lesson.
Fantastic lesson, my business students really enjoyed it!!!
Congratulations to Leanne for her creative and innovative work.
Hi there! Thank you so much for your kind words! We’re thrilled your students found this lesson so engaging 🙂
I used this video to teach vocabulary and integrated it into my lesson on reducing relative clauses. The video contains many sentences suitable for reduction, making it a valuable resource for other teachers 🙂
Great to hear that it’s been so useful! Thanks for sharing your idea with us 🙂