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Teaching Grammar

Warmer: Communicative activity

Presentation: examples of the target language. Set questions that will allow you yo put model
sentences on the board.

Presentation: spend time clarifying form and function of the structure (ask questions, don’t
lecture)

Controlled Practice: set an activity that allows SS to test their understanding on the rules.

Freer practice: set a task that allows more varied and/or personalised use of the language

Production: set up a fluency-based activity in a clear context that should allow further,
unconstrained practice of the target language.
Teaching Reading

Warmer: communicative activity.

Pre-reading: activate existing knowledge of context/themes of the text. Facilitate easier


processing of the task/text by teaching key lexis.

Gist reading: set a reading task that encourages processing of broad themes within a text.

Intensive reading: set a comprehension task that requires decoding of specific language in a
text.

Post-reading task: set up a fluency based activity linked to the theme of the text and,
potentially, language from the text to be used productively.
Teaching Vocabulary

Warmer: get SS talking on the theme of the lesson.

Presentation: elicit, model, drill, CCQ, write and highlight phonology.

Controlled practice: SS practice new vocabulary.

Freer practice: offers more choice to the SS there is not always one right answer.

Production: fluency focused, providing SS with a clear forum in which the target language is
relevant and will hopefully be used.
Teaching Writing

Engage: -conduct warmer type activity.

-set context for model text.

-read model text for gist.

Study: -paragraph structure

-content of paragraphs

-use of conjunctions

-tenses

Activate: -plan: generate ideas

-craft: select and order ideas

-draft: write a rough version

-edit: peer correction

-final draft: finish the task at home


Pre-Listening Activities

Setting the context

Generating interest (PW discussion)

Activating current knowledge (what do you know about?)

Acquiring knowledge (text, quiz)

Activating language/vocabulary (roleplay)

Predicting content (give SS a choice of things)

Pre-learning vocabulary

Checking/understanding the listening tasks


Checking Comprehension

Ask everyone, vary who you ask

Avoid parrot repetition

Encourage interpretation. Use questions which involve thinking about the meaning.

Personalise

Encourage discussion on meaning

Setting Time Limits

Tell SS about the time assigned for each activity when you give them a task to do in class.

SS should gradually be aware of the importance of the time issue and respect it.

Give SS 1 minute to compare answers.

Conveying Meaning

Mime

Clines(graphs)

Dictionary

Synonyms/antonyms

Context

Pictures

Realia

Explanation

Word formation

Teacher Talking time

Using elicitation rather than explanation

The use of body language, mime, gestures and facial expressions rather than words.

Getting SS to give feedback on tasks to each other rather than to the teacher.

Eliminating unnecessary TTT

Tolerating silence

Error Correction

Using fingers

Mouthing

Noting down errors (good language as well)

Gestures
Reformulation

Concept Check Questions

Clarifying function and meaning (not the target language itself)

Bring out basic concepts such as “time” and “tense”

Drilling

Whisper drills

Shouting drills

Whole class

Half the class

Boys/girls only

Individuals

Pairs

Put expressions, exaggerate

Guessing games (vocabulary “Is it…?”)

Disappearing text

Dialogue buildings(prompts)

Mingle activities

Information gaps

Songs, rhymes and chants

Miscellany

Get SS to ask the questions, not only the teacher.

Good communicative lessons are material light not material heavy.