language/information and how it is constructed. The range from macro to micro
concentrations: Macro\ue000 studying a transcript for spoken style. Micro\ue000 studying a
specific verb tense. It includes a variety of study styles: explanations, discovery through
evidence, groups, whole-class, pairs, and individual. The main focus is the construction
language as freely and communicatively as possible. The focus is not on construction, or
practicing specific bits of language, it is for Ss to use all and any language appropriate for
a given situation. Some activities are: role-plays, advertisement design, debate,
discussions, describe and draw, story and poem writing/reading/telling, and group
*If students do not have a chance to Activate their knowledge in the safety of a
classroom, they may find transferring language acquisition and study into language use in
the real world far more problematic.*
Engage: discussion about topic and what language to use
Activate: role-play with teacher logging mistakes
Study: error reflection/discourse analysis
Activate: Role-play integrating study aspects
This sequence answers the needs of the students. They are not taught language until and
unless they have shown a need for it. The connection between what they need to learn
and what they are taught is more transparent.
*Many lessons aren\u2019t quite as clear-cut as those above. They tend to be a mixture of
procedures, mini-procedures, and short episodes building into a whole lesson\ue000 a
patchwork lesson. Patchwork lessons reflect the way we learn (rather chaotically), and
they provide an appealing balance between Study and Activate (language and topic).*
Now bringing you back...
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