1. The Practice Stage Lecture # 4

2. Review of Lecture # 3 Stages of oral lesson Presentation stage Purpose of presentation stage Procedure of presentation stage

3. The Practice Stage The rationale behind the practice or accuracy practice stage is that of giving students the opportunity to use the newly presented language in a controlled framework so as to allow them to memorize its form and assimilate its meaning more fully. Traditionally, this stage of the lesson was dominated by teacher-led drills Recently, however, it has come to include interactive communicative activities between students, on the grounds that student interaction provides greater and more authentic practice for each student and the communicative activities increase students’ interest understanding and retention of the new language.

4. The features of Practice Stage Work What is the difference between a drill and an activity? A drill is normally paced, cued and conducted by the teacher, with the class responding either chorally or individually. While an activity is paced and controlled more by students themselves as they talk to one another, prompted by visual or written cues. Over the time drills have received criticism especially for the lack of genuine communication inherent in the way they are conducted. We need to know distinction between Mechanical and Meaningful drills. A Mechanical drill focuses on the form of the new language by getting students to repeat the form of the marker sentences provided by the teacher.

5. The features of Practice Stage Work Here is an example : T: The man is swimming S: The man is swimming T: running S: The man is running T: limping S: The man is limping T: Trolling S: The man is trolling Limp and troll are the words which need to be inculcated through this drill. Mechanical drills give students an opportunity to memorize the form of the language.

6. The features of Practice Stage Work Meaningful drills require students to understand the cues they hear. They are meaningful because they give students meaning based choice as to what they reply as in the following examples. T: I have got a headache. S1: You should take Panadol. S2: You should lie down. S3: You should go for a walk. T: I’m starving S1: You should eat something. S2: You should have a meal. S3: You should think of something else. T: I am so hot.

7. The features of Practice Stage Work S1: You should have a drink. S2: You should take your sweater off. S3: You should open the window. In this drill, each student may respond in more than one way, provided the answer is appropriate to the teacher’s cue sentence.

8. The features of Practice Stage Work Example 1: (to practice comparatives of short and long adjectives) Teacher-led drill T: more expensive S: A bus is more expensive than a bike. T: faster S: A train is faster than a bike. T: More interesting S: The cinema is more interesting than TV T: healthier S: Oranges are healthier than ice cream. T: more tiring S: A bike is more tiring than a bus.

9. The features of Practice Stage Work T: dirtier S: A city is dirtier than the seaside Example 2: ( to practice I’d rather + infinitive without to) pair work student dialogues: ‘finding out your partner’s preferences’. S1: I’d rather eat ice cream than oranges. S2: Me too, and I’d rather read a book than go to the cinema. S1: Oh, really? I’d rather go to the cinema. What about travelling? S2: Well, I’d rather travel by bus than by train. etc.

10. The features of Practice Stage Work These examples reflect the following: Communicative exchanges Real language Unpredictable sentences Quick responses Choice Relevance

11. Controlling Language at the Practice Stage Teachers may wonder how pair work group work can be sufficiently controlled to provide students with mistake free practice of the new language. To do this practice stage activities have to be set up in the way illustrated below.

12. Example (model on the black board) Invite: Would you like to…….? + time and place Refuse: I’m sorry, I ‘m afraid I can’t. Give reason:……………. Invite again: Could you……instead? Accept: Yes, thanks very much. That would be nice. Students may be given a handout of page showing the seven days of the week. They may be asked to fill in the four days on which they are busy by writing in what they are going to do and when, ie.day or evening using either invented or real information. In pairs, the students then invite one another out and accept or refuse by consulting their handouts. The activity allows students to make mistakes in the prepositions of time and place, E.g but in their practice of the new language of inviting because this is given to them in the model.

13. Practice Stage Procedures At this moment teacher controls the task for the students The teacher also tries to make it purposeful for the students Most important point is ‘ what order to carry out’ The order follows from the presentation stage work to the other stages. The shift changes from teacher to student

14. Conclusion of the Practice Stage At the practice stage each student must be helped to apply the new language to interesting and relevant situations that illustrate its Form Meaning Usefulness This takes place in controlled but interesting conditions that include aspects of real communication.

15. Summary The rationale behind the practice or accuracy practice stage is that of giving students the opportunity to use the newly presented language in a controlled framework so as to allow them to memorize its form and assimilate its meaning more fully. Traditionally, this stage of the lesson was dominated by teacher-led drills Recently, however, it has come to include interactive communicative activities between students, on the grounds that student interaction provides greater and more authentic practice for each student and the communicative activities increase students’ interest understanding and retention of the new language. What is the difference between a drill and an activity? A drill is normally paced, cued and conducted by the teacher, with the class responding either chorally or individually. While an activity is paced and controlled more by students themselves as they talk to one another, prompted by visual or written cues

16. Summary Meaningful drills require students to understand the cues they hear. They are meaningful because they give students meaning based choice as to what they reply as in the following examples. Practice stage procedure At this moment teacher controls the task for the students He also tire to make it purposeful for the students Most important point is ‘ what order to carry out’ The order follows from the presentation stage work to the other stages. The shift changes from teacher to student