Idea — On-the-spot correction interrupts fluency — use it sparingly for accuracy tasks. Delayed correction preserves communication in fluency tasks. Example — In a gap-fill drill, correct immediately. In a discussion, take notes and correct…
Idea — After a speaking task, respond to the content first — what learners said. Then address language. Reversing this kills the communicative purpose. Example — ‘That was convincing. You mentioned three reasons — well-structured.…
Idea — While learners speak, the teacher circulates and notes language — good examples and errors — for feedback after, not during. Example — A teacher hears ‘He suggest to go’ and notes it. During…
Idea — Drilling is not mindless repetition — done well, it builds accurate pronunciation and intonation before a pattern becomes automatic. Example — Choral drill first: everyone says the model together. Then individual drill: each…
Idea — A discussion task produces language through sustained speaking, but needs a clear structure or it collapses into silence. Example — A ‘balloon debate’ — each learner defends a famous person’s right to stay…
Idea — Roleplay works when learners know the scenario, the relationship between characters, and the goal. Vague setups produce vague language. Example — ‘You are a tenant. Your landlord is raising the rent by 40%.…
Idea — Reasoning-gap tasks require learners to process information, draw conclusions, and justify them — not just exchange facts or opinions. Example — ‘You have a budget of £50 and five guests. Plan the dinner.’…
Idea — In an opinion-gap task, learners share personal views — not facts. There is no correct answer, only justified positions. Example — ‘Should schools ban mobile phones?’ has no right answer. Each learner defends…
Idea — In an information-gap task, each learner holds different information. Sharing it is the task. This creates genuine need to speak and listen. Example — Student A has a train timetable. Student B has…
Idea — In TBLT, learners complete a real communicative task first — language emerges from the need, not the plan. Language focus comes after. Example — Plan a class trip without the teacher giving vocabulary…