1. ControlledPractice The first stage of controlled practice is repetition and this can be either choral or individual. When we get choral repetition, we get all the students to say the new word or phrase together.

2. Sometimes teachers divide the class in half and give each of the dialogue roles to one or other half. The conversation is then spoken in semi-chorus, with the two half each taken their turn to speak.

3. A form of individual practice which some learners and students find it useful occurs when teachers tell the students that they and say the word or phrase quietly to themselves murmuring it a few times.

4. FreerPractice Freer practice is a stage between language study and activation. It is still concerned with the correct construction of language. And so is as part of study. The decision about whether or not the students need explanation or controlled practice, will depend.

5. TeachingGrammar Oneway of teachinggrammaristo use and explain and practice a procedures. Forexample, ifwewanttoteachelementarystudentsthepresent simple, we can show themsomepictures of peopledoinganinterestingactivity.

6. Example : wouldyouliketo run?

7. Using a series of images, we show thestudentseachof one and we try tomodeltheimage.

8. Werepeatwhat´s happening in thepicture and wewantourstudentsto do thesamethingchorallyorindividually. Example: (Afterpointingone of thepictures: Sheis … repeatSheis, waking up.

9. Thenthestudentsseethenextpicture and they try toelicitthesequence. Thatgivesthemto produce it, ratherthangiveittothem.

10. Anotherwaytohavethemelicitthesequenceisbyshowingthem a story and askthemtoanalizethesentencesverywell and try tothinkaboutwhatcouldhavehappenednext.

11. TeachingPronunciation Students listen toan audio in wichsomebodymakes a question, and justbyletingthem listen tothehalf of thenextanswerthestudentseillhaveto decide whatwastheotherpersonanswerbylisteningtothe INTONATION thisperson uses.

12. Later, thestudents can askusto do something and we can answerusingdifferentkind of intonation and students can practicethis.

13. Stress in phrases Forteaching stress and phraseswe can show studentsphrasesonflashcardslike: “I lost my voice” “Singyoursong” “Youmustbejoking” “come at ten” “thiswearherisawful” “ Thiscan´tgoon” Thenstudentswillhavetomakepairwiththem. “I lost my voice” match with “Thiscan´tgoon”

14. Songs and Chants Songs and chants are goodforrythm. Example: “Thewheelsonthe bus”

15. Sounds and spelling Use of tonguetwisters “George judgesjewelsjealously” “Awfulorphansoughttoorganize”