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Pre-reading stage T asks Ss their names, where they are from, if they speak Greek and some information about Introduction to the topic. Predict content. Activate students 10 T-Ss Ss-T their family. Practice reading Encourage speaking. Practice scanning. Promote or reject understanding Ss are asked to work in pairs, read the dialogue again, underline the verbs and write them down in the same person in plural Check their answer with a partner and report them in class.
Ss are asked to work in groups of four and ask questions each other following the given example and using the clues of the exercise. Post-reading stage Ss are asked to fill in the chart with the right phrase provided T asks Ss to work in groups of five follow the given example and play different roles. Then each group acts in front of class T asks Ss to listen to some questions and find the write answer Ss are asked to write a paragraph Then read the paragraph in class Have to derive meaning from new phrases.
Your classmate might be your mother, your father, your husband, your son etc. Discuss the questions with the students at class level. Then they ask each other and answer their questions.
Monitor pair work. Ask them to check their answer with another pair. Teacher doesn t interrupt to correct pronunciation and intonation. Teacher native speaker reads the dialogue and asks another pair a boy and a girl to read the dialogue again.
It is an information transfer exercise. Ss have to read through the text individually and deal with the content. They find out answers to the questions and then check their answers with a partner, to raise their confidence. Finally, they report back to class. Find the verbs, underline them and write them down in plural.
The teacher plays a background role and does not intervene unless absolutely necessary. Nevertheless, the teacher discretely interferes to offer positive feedback or remedial work after the students have completed the task.
Then the student check the answer with a partner and then with the teacher. One student is the leader in each group. He asks his student mates questions. Completes the chart and reports to class. The teacher discretely interferes to offer remedial work after the students have completed the task.
Note taking is also employed to enhance writing, while peer or delayed feedback follows, to enhance learning. Your classmate might be you mother, your father, your husband, your son etc. Ask students in group of five to write the statements to make a dialogue. Groups check answers with another group and then act it at a class level. Group work has been employed to generate discussion and provide learners with practice.
Confidence is a significant factor for language learners and classroom feedback should be based on maintaining and increasing confidence. Ss are asked to read the answers once. Listen to the question and find the correct answer. Developing writing skills also involves other skills, notably the skills of planning, drafting and revising, so that the end product is appropriate both to the purpose of the writing and the intended readership.
Language skills presented and practiced through tasks organized to integrate all language skills while, at the same time encourage students to take an interest in the medium of language through which the task is to be completed.
The students are ready to report their paragraph in class. Questions are raised by their fellow students.
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