⇒ understanding → controlled, fluency → real communication

he teaches present and past  and ask the student about his present and past jobs.

and request others to repeat

The best way to check the students’ s understanding is to circulate to watch them as they write responses and then listen to them as the practice grammar points

2. Provide guided activities → fluency 

before we turn students om pair work we have to make sure that they have very clear models for what they are expected to do 

the guided practice is the student centered  practice where students are working with partners the goal for teacher is get out of the way to ley students practice develop fluency  and also enable the teachers again to circulate and monitor the students to observe their fluency 
3. provide communicative practice

2.      Use study book: teach on the grammar part and ask a student to do an example on the exercise à all class doing exercise in textbook à give an answer, check if student understand à give more exercise

3.      Guided practice. Goal: Fluency (automatic -> easy, comfortable in using)

-        Nature: student focus practice, the teacher is not involved but can observe and monitor

-        Before begin: teaching check grammar focus, give a model to make the sure students understand the activity

-        Practice with a partner

4.      Communicative Practice

-        Fill in a survey chart, make students practice and create their own language

-        Check if students make correct sentences and review grammar focus by asking a pair to show their work

Overall: learning grammar by talking about real things in life, real conversations.

-          Goal: comprehend the main points, then practice, start with more controlled then freer, to develop fluency with grammar structrure

-          Setting up grammar with personal experience -> grammar has meaning -> grammar is useful in communication -> peak the Ss interest

-          Book: focus on grammar structures, model pronunciation

-          Exercise: check if the Ss are understanding -> circulate to watch the Ss when they write responses, listen when they practice grammar -> very important for others activities that follow

-          Guided practice: fluency goal -> use the grammar automatically, easily and comfortably
 Make sure Ss know the focus of the practice
 Model what Ts expect from Ss -> modeling T-S, S-S a lot
 S centered practice
 Goal: Ts get out of the way, lets Ss practice, develop fluency -> Ts circulate and monitor again

-          Communicative activities: Ss can freely walk around and communicate
 No right or wrong answer
 Point: move, from understanding to controlled practice to fluency, then real communication

Goal: move from understanding  → controlled practice  → fluency  → real communication

circulate stds, watch them write the response, later listen to them

2. check your understand (controlled practice)

+ practice in the book, circulate students and listen to their response
3. guided practice (std-centered practice): 
+ before stds practice, make sure stds understand & focus the practise => take an example

=> modeling activities to stds takes log time (before stds practise => make sure they understand what they are going to do)
4. communicative activities (culmination of the lesson)

  + Hope stds use grammar to talk about real things in their life

→ use personal experience → engage the students into the lesson, make them feel that this is useful 

Ex: jobs at the present and in the past → ss make their own sentence, then other ss make sentences about that person 

→ ss do exercises in the book → enable the teacher to check students’ comprehension  

→ best way to check ss understanding: circulate and watch ss write responses and listen to ss practice the grammar points. 

--> important to check students’ understanding because if students are not grasping the main grammar point, they can’t be successful in the following activities 

The goal is fluency

→ make sure the ss understand the focus of the practice before practicing with their peers

→ setting up activities modelling: teacher-ss, ss-ss → clear understanding what ss expected to do 

Step 4: Provide communicative practice (the culmination of the lesson) 

students move around, asking other ppl to find information → students like this because there’s no right or wrong answer

→ use personal experience → engage the students into the lesson, make them feel that this is useful 

Ex: jobs at the present and in the past → ss make their own sentence, then other ss make sentence about that person 

→ student do exercises in the book → enable teacher to check students’ comprehension  

→ best way to check ss understanding: circulate and watch ss write responses and listen to ss practice the grammar points. 

it’s important to check students’ understanding because if students are not grasping the main grammar point, they can’t be successful in the following activities 

The goal is fluency

→ make sure the ss understand the focus of the practice before practicing with their peers

→ setting up activities modelling: teacher-ss, ss-ss → clear understanding what ss expected to do 

Step 4: Provide communicative practice (the culmination of the lesson) 

students move around, asking other ppl to find information → students like this because there’s no right or wrong answer
- teacher invites students on the board to write the information they got from their friend

2. Check sts’ understanding ex1, model pronunciation, and model the first sentence before they practice grammar points ( in the top of the page)

3.Guided practice -> student-centred practice

the goal is fluency, check sts understanding by some pictures in their books

4. Free Practice (Communicative activity) - Sts write about their job before and now, make a small survey with 2 sts to fill the column

1.     Presenting the grammar points in meaningful contexts

1st thing: bring in T’s own personal experience

 Ex: Now, I am a E teacher

       Before, I was a piano teacher

-       Using grammar point to talk about T’s life, T’s wife, other students in class 

      =>show : grammar: useful communication; pique interest in the grammar point

ex: ask ss about his/her job now and before and let ss make sentences about these ss

2.     Check ss’s understanding

-       ss open the book, 1st thing: focus on the grammar chart on the book. T model the pronun

-       Do exercise and teacher circulate to check answers: Open the book and do the filling gap -> Listen to check answer

3.     Controlled practice (fluency in grammar -> ss could use grammar automatically and comfortably)

-       T model first with ss ( T-ss)

-       Let ss practice in pair (ss-ss)

4.     Provide communicative practice 

-       SS go around and ask other ss about their jobs and write them in the chart

 

→ build awareness of multisyllabic words through listening and kinesthetic movement (tap the arm / the table) 

→ important step: build awareness of syllables and learn how to listen for and count syllables before integrating word stress

→ T models pronouncing the word with stress → ask the ss to identify which syllable is strong and which one is weak 

→ build awareness and help ss produce correct stress pattern 

→ kinesthetic nature support physical control over the production of word stress

→ manipulate syllable markers → recognize the number of syllables and stress pattern 

→ repeat the word + tap marker → visualize word stress pattern 

→ draw stress pattern + humming technique 

→ less controlled practice: ss do their own work

→ T check accuracy, provide answers 
O | Oo
job | childcare
Ooo | oOo
dishwasher | provider 

2. Counting syllables (tap your arm/table)

=> build awareness of multisyllabic words through listening and kinesthetic movement => integrate word stress

Ss stretch rubber band on the stressed syllables of the vocabulary words => produce the correct stress pattern

=> highly controlled production activities

=> build awareness of correct pattern words and develop physical control over word production

4. Show the Stress Pattern ( +a visual element as learners manipulate syllable markers)

Use the syllable markers representing the number of syllables => Visualize word stress pattern as they produce them verbally

Ss group the vocab words according to their word stress patterns

=> less controlled than the previous activity ( the learners work independently after the teacher gives instruction and model the process)

Teacher would walk around the room and check learners’ comprehension along with give them feedback if needed