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Este Cmap, tiene informaciĆ³n relacionada con: TEMA 47, We have to give a clear MODEL. We must make sure that all the students start at the same time so we will use GESTURES, like a conductor, to get them going. We can beat time with our hands, arms (and even stamping feet!) to establish a clear rhythm and to try to keep the whole class together so Choral repetition is highly motivational when we get the students to CHANT phrases, sentences, rhymes, poems and songs, etc., We have to give a clear MODEL. We must make sure that all the students start at the same time so we will use GESTURES, like a conductor, to get them going. We can beat time with our hands, arms (and even stamping feet!) to establish a clear rhythm and to try to keep the whole class together so Choral repetition works well with words, phrases and short sentence. It is more difficult to organise for longer sentences., Drills and drilling When we have more than one target sound, word, phrase or sentence and we get the students to choose which one to say, we call this a CUE-RESPONSE DRILL., Use CHORAL REPETITION to get the students to repeat a sound, a word, a PHRASE or a SENTENCE all together. This helps them learn how to say the new language using correct sounds, stress and intonation. It gives individual students confidence and it can be enjoyable for them so Choral repetition works well with words, phrases and short sentence. It is more difficult to organise for longer sentences., How much repetition and drilling is the right amount? so We have said that drills help students to get used to the new language. But if we continue with drills for too long, they quickly lose their appeal. We have to judge when they stop being useful and challenging. That's the moment to move on to something else., Use CHORAL REPETITION to get the students to repeat a sound, a word, a PHRASE or a SENTENCE all together. This helps them learn how to say the new language using correct sounds, stress and intonation. It gives individual students confidence and it can be enjoyable for them so We often use INDIVIDUAL REPETITION to give the students a chance to say a sound, word, phrase or sentence on their own, and to check that choral repetition has been a success. First of all, we NOMINATE a student and then, when they have repeated the phrase or sentence, we give feedback. We can nominate by using a student's name, by looking at individual students or by gesturing towards them. However pinting can seem rude. It is better to use the hand with the palm upwards, REPETITION is usually part of an introduction sequence, but we can also use it at any stage if we want to re-present things (for example, if we just want to have the students say a word correctly in the middle of some other teaching) we can Use CHORAL REPETITION to get the students to repeat a sound, a word, a PHRASE or a SENTENCE all together. This helps them learn how to say the new language using correct sounds, stress and intonation. It gives individual students confidence and it can be enjoyable for them, we have more than one target sound, word, phrase or sentence and we get the students to choose which one to say, we call this a CUE-RESPONSE DRILL. In a cue-response drill we give a CUE (we indicate what we want the students to say), then we nominate the students we want to speak and they respond., Drills and drilling When we start nominating individual students one after the other and we ask them to repeat, we call this a DRILL, REPETITION is usually part of an introduction sequence, but we can also use it at any stage if we want to re-present things (for example, if we just want to have the students say a word correctly in the middle of some other teaching) when we want our students to repeat in chorus, We have to give a clear MODEL. We must make sure that all the students start at the same time so we will use GESTURES, like a conductor, to get them going. We can beat time with our hands, arms (and even stamping feet!) to establish a clear rhythm and to try to keep the whole class together, We have to give a clear MODEL. We must make sure that all the students start at the same time so we will use GESTURES, like a conductor, to get them going. We can beat time with our hands, arms (and even stamping feet!) to establish a clear rhythm and to try to keep the whole class together so We can use HALF CHORUS work by dividing the class in two. For example, we can have half the class say a line from a dialogue, and then get the other half of the class to say the next line of the dialogue, Repetition: choral and individual We frequently ask students to repeat things that we have said or that they have heard, 47. REPETITION AND DRILLING we have Drills and drilling, Use CHORAL REPETITION to get the students to repeat a sound, a word, a PHRASE or a SENTENCE all together. This helps them learn how to say the new language using correct sounds, stress and intonation. It gives individual students confidence and it can be enjoyable for them so It is important not to nominate students in order (by going along a row from left to right, for example); it is much more dynamic to nominate individual students in random order. The students will then pay more attention because they don't know when they will have to speak., Drills and drilling but How much repetition and drilling is the right amount?, We have to give a clear MODEL. We must make sure that all the students start at the same time so we will use GESTURES, like a conductor, to get them going. We can beat time with our hands, arms (and even stamping feet!) to establish a clear rhythm and to try to keep the whole class together so It is important not to nominate students in order (by going along a row from left to right, for example); it is much more dynamic to nominate individual students in random order. The students will then pay more attention because they don't know when they will have to speak., Use CHORAL REPETITION to get the students to repeat a sound, a word, a PHRASE or a SENTENCE all together. This helps them learn how to say the new language using correct sounds, stress and intonation. It gives individual students confidence and it can be enjoyable for them so Choral repetition is highly motivational when we get the students to CHANT phrases, sentences, rhymes, poems and songs, etc., Use CHORAL REPETITION to get the students to repeat a sound, a word, a PHRASE or a SENTENCE all together. This helps them learn how to say the new language using correct sounds, stress and intonation. It gives individual students confidence and it can be enjoyable for them so We can use BACK CHAINING to build up sentences and phrases from the end. For example, if the sentence is You should've told her, the teacher can have students repeat: her ... told her ... should've told her ... you should've told her, Use CHORAL REPETITION to get the students to repeat a sound, a word, a PHRASE or a SENTENCE all together. This helps them learn how to say the new language using correct sounds, stress and intonation. It gives individual students confidence and it can be enjoyable for them so We can use HALF CHORUS work by dividing the class in two. For example, we can have half the class say a line from a dialogue, and then get the other half of the class to say the next line of the dialogue, it is useful for them to try to make the new sentences or try out new words - to see what it feels like. so REPETITION is usually part of an introduction sequence, but we can also use it at any stage if we want to re-present things (for example, if we just want to have the students say a word correctly in the middle of some other teaching)