999 72F}3}F999999999999999999999999999993, Pronunciation ‘The main goal ofthese activities is ro develop students’ awareness of English sounds and intonation pattems. “Therefore, students will be exposed to the phonetical and phonological aspects of the language which are seen ‘as more challenging. The assumption is that, by working on them, students’ speech will become more natural. Game Games provide stucents with nacural opportunities for using language for real purposes as well as for ‘enjoyment. Your job during these activities is to guarantee that students understand the rules of the game and the language to be practiced/used, You should also keep control of the situation, especially ifit involves groups or teamwork, Information Gap Activities “These activities have been specially written to provide students with authentic opportunities to communicate. ‘As the name says, the activities require that students interact so that information can be exchanged and the “missing gaps" can be filed, Careful instructions on how to perform these activities should be given so that the information gap element is not ruined ~ often the activities require that one student should not see his or her partner’ card ~ and students understand what conversation isto be carried out. Therefore, some language lcitation and modeling may be required. Is also highly advisable that you spend a few minutes when the activity is over talking to students about what they found difficult as well as finding out if anyone wanted to say something but did not have the necessary language to do so. This may also be a good moment to go through mistakes students may have made and carry out remedial work, Feedback Time “The focus ofthe Feedback Time is to give students the opportunity to recapitulate the contents studied. Students should be encouraged to go through the unit and produce samples of the material studied and carry ‘out a self-evaluation of their progress. Ths is an important moment to discuss with the whole group what can be done to develop their command of the content studied and the tools available o do that. What else could you say? “The What else could you say? boxes offer students different language components to express the same ‘communicative functions. Students thus expand and diversify their communicative repertoire. I is important to show students that they can say the same thing in different ways. However, you should use your discretion as to decide how far to explore and demand the use of such language. For example, iFyou see that your students already know and can use the target language in the activity, you may decide to explore the ones in the corresponding What else could you say? box. These boxes are useful too when theresa little extra time and you think students would benefit from further practice. Did you know..? ‘The Did you know..? boxes occur in different parts of the material with the aim of broadening students’ knowledge of the language or their English-speaking world. These boxes provide them with information related to the theme of the unies. [tis important that you go through the information in them with students and give more examples ifnecessary. reactenssox | 7 @