Feedback

Effective feedback is an essential part of learning. It gives students a sense of achievement which motivates them
to learn more. It is also important to let students know when they have made a mistake so that they will learn from
it and take corrective measures.

Feedback Specifics for each Subject

1. Reading
 understand main idea
 distinguish fact from opinion
 make inferences and predictions based on information in the text.
 infer meanings of unfamiliar words
 understand vocabulary (synonyms and antonyms)
 contextualize
 summarize/paraphrase information in the text

example: The student is able to read the passage and understand the main idea. At times he/she reads with
inappropriate pauses which hamper understanding. He/she is able to understand vocabulary by contextualizing.
He/she is able to make inference and predict information based on the text. He/she finds it difficult to
understand new phrasal verbs, expressions and phrases. He/she is able to paraphrase text. (Few lines on attitude
and teacher’s suggestions can be added).

2. Writing
 write an essay with effective introduction, body with supporting ideas and details, examples, etc and
conclusion
 write coherent and unified paragraphs (well organized essay)
 write appropriate vocabulary and correct word forms
 use of a variety of sentence structuring
 writes accurate grammatical structures

example: The sudent should practise ‘word order’ while framing questions. He/she should also make use of
articles in writing. While writing, he/she should focus on subject and verb agreement, which means a singular
subject takes a singular verb and a plural subject takes a plural verb.

3. Listening
 distinguish relevant from irrelevant information
 identify speaker’s purpose and tone
 identify vocabulary
 identify connected speech

example: The student is able to understand most of the content. He/she finds it difficult to understand fast
speech. He/she is able to understand connected. He/she finds it difficult to understand new vocabulary so finds
the closest word with the similar pronunciation. He/she is able to know the mood of the speaker by the speaker’s
tone. (Few lines on attitude and teacher’s suggestions can be added).
4. Speaking
 focus on the topic
 discuss and respond to content of a reading or listening passage
 use vocabulary appropriately
 use grammatical structure appropriately
 deliver effective oral speech

example: The student adheres to the topic but occasionally digresses. He/she is able to come back to the main
topic even though he/she deviates. He/she is not very comfortable in discussing given topics and responds with
monosyllables. As he/she she has a wide range of vocabulary, he/she is able to use a variety of it in conversation.
He/she is able to frame grammatical structures but makes errors with be verbs, subject verb agreement, model
verbs etc (specific areas of difficulty). He/she is displays confidence while speaking. (Few lines on attitude and
teacher’s suggestions can be added).

5. Vocabulary
 identify subtle nuances of word meaning with accuracy and appropriate usage of words
 usage of accurate spellings
 provides appropriate synonyms and antonyms
 identify use of word formation
 usage of prefix and suffixes.
 Identify verbs from phrasal verbs and the difference in meaning.

example: The student is able to understand and identify the different meanings of a word by contextualizing.
He/she is able to appropriately spell words that are homonyms. He/she is able to give synonyms for words
accurately. He/she also incorporates new vocabulary taught into her writing and speaking with excellent
accuracy. (Few lines on attitude and teacher’s suggestions can be added).

6. Grammar
 sentence structuring (parts of speech, clauses, etc)
 identify usage of –ed words (past verbs vs. adjectives)
 usage of ‘be’ verbs
 usage of subject verb agreement
 identify and use of gerunds and infinitives
 identify verbs tense and passive form.
 appropriate usage of subject and object pronouns
 appropriate usage of quantifiers.

example: The student is able to make sentences but with a few grammatical errors which do not impede
understanding. He/she gets confused between past verb tense and adjectives. He has understood the concept of
subject verb agreement and is able to use it appropriately. He/she uses quantifiers inappropriately. (Few lines on
attitude and teacher’s suggestions can be added).