Controlled Practice

• The first stage of controlled practice is repetition and this can be either choral or individual.

• When we get choral repetition, we get all the students to say the new word or phrase together.

• Sometimes teachers divide the class in half and give each of the dialogue roles to one or other half.

• The conversation is then spoken in semi-chorus, with the two half each taken their turn to speak.

• A form of individual practice which some learners and students find it useful occurs when teachers tell the students that they and say the word or phrase quietly to themselves murmuring it a few times.

Freer Practice

• Freer practice is a stage between language study and activation. It is still concerned with the correct construction of language.

• And so is as part of study. The decision about whether or not the students need explanation or controlled practice, will depend.

Teaching Grammar

• One way of teaching grammar is to use and explain and practice a procedures.

• For example, if we want to teach elementary students the present simple, we can show them some pictures of people doing an interesting activity.

• Example : would you like to run?

Using a series of images, we show the students each of one and we try to model the image.

• We repeat what´s happening in the picture and we want our students to do the same thing chorally or individually.

• Example: (After pointing one of the pictures: She is … repeat She is, waking up.

• Then the students see the next picture and they try to elicit the sequence.

• That gives them to produce it, rather than give it to them.

• Another way to have them elicit the sequence is by showing them a story and ask them to analize the sentences very well and try to think about what could have happened next.

Teaching Pronunciation

• Students listen to an audio in wich somebody makes a question, and just by leting them listen to the half of the next answer the students eill have to decide what was the other person answer by listening to the INTONATION this person uses.

• Later, the students can ask us to do something and we can answer using different kind of intonation and students can practice this.

Stress in phrases

• For teaching stress and phrases we can show students phrases on flashcards like: “I lost my voice” “Sing your song” “You must be joking” “come at ten” “this wearher is awful” “ This can´t go on”

• Then students will have to make pair with them.

• “I lost my voice” match with “This can´t go on”

Songs and Chants

• Songs and chants are good for rythm.

• Example: “The wheels on the bus”

Sounds and spelling

• Use of tongue twisters

“George judges jewels jealously”

“Awful orphans ought to organize”