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Controlled and Free Practice activities
Transcript of Controlled and Free Practice activities
In activities which are controlled, the teacher knows the answer, question, or language which the students will produce. There is only one correct response. For example, if the teacher were to use flashcards as a prompt for vocabulary, there is only one correct answer for each flashcard. The same holds true if students worked in pairs to complete a gap fill worksheet, crossword, or even a sentence unscramble.
We can have our Ss make and complete sentences in a number of different ways.
Complete the following sentences with one word for each gap. The first letter is given to you.
We can show Ss a picture and have them make as many sentences as they can, using certain target structures or vocabulary.
Ss see a picture for 45 seconds. The picture is then taken away and the Ss are asked what they remember. Who can remember what everyone was doing? (sentences in the past continous)
A girl was taking a photograph with her cell phone.
1.Complete the sentence/text with the correct form or the verb in brackects.
When I (see)_____ Mike yesterday he (sit) _____ in a cafè.
In the evening Shelly likes w____ television before she g_____ to bed.
Rewrite the following sentences using the word in brackets.
If you don`t arrive on time, you will miss the bus. (Unless)
2. Complete the sentences with the words from the box.
In _____films people draw the characters with pens or on computers.
Ss are shown a picture of a kitchen
with many ingredients on the table. They have
write/say as many sentences as possible.
There are/is + some or any.
There isn`t any sugar on the table.
We can dictate short text to students using specific language items.
The Ss can dictate sentences and texts to each other.
Dictogloss is not quite a dictation as the Ss don`t write down every word.
Ss hear a short text. The text is written to illustrate a particular language item. Then, Ss try to understand what they hear. After that, they try to reproduce it as accurately as possible.
Finally ss compare their text with the original. They see the differences and similarities.
We can get Ss to match lists and cards to practice questions and answers, phrases and sentences.
When they have done the exercise, they can practice asking and answering the questions.
Another example is that each student is given a card. Then, they walk round the class and find another student who has the other half of their phrase.
Example 1: Things I have never done.
Ss sit in a circle. The first Student says, for example, My name is Roberta and I have never eaten raw fish (not cooked). The next student says Roberta has never eaten raw fish. My name is Thais and I have never climbed a mountain.... the third student continues the story the same way and so on....
Example 2: the never-ending story
Ss are told to imagine a woman having breakfast. They are then asked to imagine the consequences if she has another coffee.
Student 1: If she has another coffee, she might miss the bus.
Student 2: If she misses the bus, She will be late for work.
Student 3: If she is late for work, her boss will be angry.
and so on....
Find someone who....
Ss have to complete some or all of the sentence items about themselves.
I live in....
I studied English at...
I play (football, piano..etc)
I work in a....
They then give their sentences to a partner. The partner has to ask about their sentences. How long have you worked at...? I have worked at... for...
Prepare a workout which contains at least 5 of the given ideas for practicing controlled language.
Semi Controlled Practice
As confidence and familiarity increases, the teacher should opt for semi-controlled activities. Here there is a somewhat increased amount of freedom, which maintains interest and challenge for the students. The teacher can't guess all the specific answers before the activity begins, even if there are a limited number of possibilities. For example, if students were to brainstorm occupations, then most students would compile lists with many of the same jobs. However, there will always be an unanticipated and surprising few.
With semi-controlled activities, students have the chance to somewhat personalize the language, drawing on past studies, interests, and needs. In the brainstorming activity just mentioned, perhaps one student brings up "nutritionist" because he works in a hospital. For him, this job is relevant and important. And although students have such freedom, they still can practice the new language within narrow confines. They aren't yet fully familiar or confident with the language.
Brainstorming activities, short Q&A activities, storytelling based around a picture, or adding to a pre-written dialogue are all examples of semi-controlled activities.
Classwork and Homework
Free activities come last in the lesson. Here the students have complete freedom in the language they produce. The teacher can't predict what will be said before the activity begins. Students have the greatest opportunity to personalize the language, experiment, and incorporate previously learned vocabulary, grammar, and other points
Examples: Writing essays, compositions, free sentences, writing comic strips or short stories.