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By J. Haycraft

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Descriptions or definition You can also describe and define objects, although drawing is often more effective: ‘You steer a ship with a rudder\ ‘You put luggage into the boot of a car’, ‘A lawn is an area of grass in a garden’. 4. Outside the classroom Take your class out and introduce words for things seen in a shop window, or in the street. Close control and plenty of revision is needed here but it is a vivid way of teaching, and new vocabulary is taught in a living context. 5. Objects There are hundreds of simple objects already in the classroom, others which can probably be seen through the window, and others which can be brought in when needed.

Your selection of skills will be influenced by the language areas your students need to know. If you are teaching a group of doctors and practising ways of agreeing and disagreeing, you might have to create a situation where ‘doctors’ discuss the course of treatment a ‘patient’ should have. The register used from professional to professional - in this case ‘doctor’ to ‘doctor’ will be different from that of professional to client - ‘doctor’ to ‘patient’. If you are teaching a class of business men, monologue practice could take the form of reports relating to each student’s particular business interests, while if you are practising telephone conversations, sending or interpreting telegrams, writing or understanding letters, you would probably give them a business content.

Each situation involves a different selection of structure, vocabulary, pronunciation, degree of formality and so on. 2. A p p lic a tio n Students need to be given practice in the use of different skills and different registers through situational dialogues and role-playing. Your selection of skills will be influenced by the language areas your students need to know. If you are teaching a group of doctors and practising ways of agreeing and disagreeing, you might have to create a situation where ‘doctors’ discuss the course of treatment a ‘patient’ should have.

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