Oral Feedback Reflection

The last three session (eight to ten) will be used to present the posters and videos. Each group has 20 minutes to give their presentation and five minutes to receive feedback from their classmates and the teacher. Feedback sheets will be hand out in advance and can be used as a guideline. It is important to receive individual feedback, not only from the teacher but also from fellow students. While being assed be an adult (the teacher) the students tend to ignore the feedback. However, if you receive constructive criticism from coevals, it is more likely to think about what was criticized. 
 The final discussion, in lesson ten will be lead by a central question, for example: “Compared to the fist video we watched in class - how has your

The oral feedback we received was also very helpful. We were told to invest less time in the pre-listening phase, because it is only a tiny bit of the unit to introduce the topic and plan of the further lessons. Especially I was not aware of that, because I thought it is good to have at least 2 hours to talk about the subject and active pre-knowledge. I am now aware of the fact that it is better to have a brief introduction and afterwards give the students more time for the post-listening tasks, to talk about the presentations and give feedback. Right after giving our presentation I noticed that we barely included the native speaker. Native speakers tend to have problems with grammar, therefore, I thought about the possibility to create a weekly plan for him or her to improve his or her grammatical skills. The weekly plan could include a repetition of the tenses, exercises on word order and syntax or some text-comprehension tasks. Certainly this has to be discussed beforehand. If I had to accomplish this lesson with a real class I would also suggest a certain number of videos, which they could use for their presentations. I (or any other teacher) would know in advance what kind of videos he or she has to expect and the content