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Activating Vocabulary: No. 1 by Mark Fletcher

By Mark Fletcher

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If you, or your school, are contemplating buying such machines it is usually wiser to start by buying an up-to-date book discussing the potential of the machine. If the software is available, and if you can integrate the use of the machine into your overall teaching programme, it will help. Unless, how­ ever, such work is a fully integrated part of your complete teaching programme there is a danger of wasting both time and money. Machinery cannot do the work for you. It is only a first step. The second step is the software used on the machines and the third, and probably most important step is you, the teacher.

This preparation should be detailed: a. Decide what you are going to teach. b. Make sure you have the necessary materials — books, tapes, pictures, etc. c. Check the practical details — Have you enough copies of a stencil? Does the tape recorder work? d. If you are going to use machinery, for example, the tape recorder, make sure the tape is in the right position before the class arrives (or, if this is impossible) before you start teaching. e.

Use the back of your hand to point If you point in the conventional way it can appear aggressive and inhibit students. Using the back of your hand to gesture is less intimidating, and con­ veys an invitation rather than a directive. 6. Use pauses to punctuate what you say Try to read the following: Listen to this example was she there yes she was listen again was she there yes she was but now listen to this does she know him yes she does notice in the first was she yes she was and in the second example does she yes she does if there’s was in the question there’s was in the answer if there’s does in the question there’s does in the answer listen again.

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