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The relationship between different stages






There is a clear relationship between the introduction and practice stages while the relationship between communicative activities and the introduction and practice stages is not so clear.

If teachers introduce new language they will often want to practice it in a controlled way. After an introduction stage, therefore, they may use one of the practice completely manipulative techniques to give the students to chance to use the new language in a controlled environment. However, the practice stage will often not follow the introduction stage immediately. Other activities might intervene before students again work at the same language.

By the nature of communicative activities, they are not tied to the other stages since they are designed to elicit all and any language from the students. Two points can be made, though:

· Firstly, teachers listening to a communicative activity may notice that a majority of students find it difficult to use the same language. By noting this fact the teacher is in a position to design a subsequent class in which the language the students could not use is focused on. There is, therefore, a natural progression from communicative activity to the introduction of new language.

· In another case, the teacher may have been working on a certain area of language that will be useful for a future communicative activity. Thus, if students have been looking at ways of using functions, e.g., inviting, they will then be able to use that knowledge in a communicative activity that asks them to write each other letters of invitation.

It will of course be the case that while not all presentation activities fall exclusively an the non-communicative end of the continuum, neither will all the activities have exactly the characteristics of communicative activities, although in general they will be followed.

It is probably true that at the very early stages of language learning there is more introduction of new language and practice than there are communicative activities. This balance should change dramatically as the standard of students’ English rises. Here one would expect there to be a heavier emphasis on practice and communicative activities than on presentation. However, this balance is often more the result of decisions about what the students need on a particular day in a particular situation than it is a decision about the interrelation of stages. It should be remembered, too, that beginners should receive a large amount of roughly-tuned input.






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