CLASSROOM PRACTICE

IMPORTANT FACTORS

•Input must be •meaningful

•Interesting

•comprehensible

•Ways of making input comprehensible•Use simple and familiar language

•Make lavish use of concrete material

•Teach functional chunks of language

•Use the target language for classroom purposes•Make use of meaningful, age-appropriate contexts games, songs, dialogues, pair-�work, hands-on activities

FUNCTIONAL CHUNKS

•These are unanalyzed, high frequency phrases that are used appropriately long before the individual words are understood

•They facilitate meaningful and efficient use of language from the early stages

•Functional chunks include courtesy expressions, greetings

•They are stored in the brain as a single word

•They should be used as often as possible

NATURAL APPROACH

•Stage 1 Comprehension through �extended listening. Extensive use of concrete support.

•TPR•Stage 2 Early speech production�

•Yes no questions�•Either or questions�•Single / two-word answers•Open-ended sentences•Open dialogues

•Benefits of questioning according to this sequence

•Facilitates gradual movement from listening to speaking mode•Moves from easiest to difficult•Teachers can go back to earlier stage when children encounter difficulties and still give them a chance to be successful

CONCRETE MATERIAL

•Support effective and efficient teaching•Plastic plates display numbers, pictures, �mood faces, weather pictures•Cinematograph greetings, mood faces, �weather expressions, numbers, colours, any semantic field•Large map