helping students to draw on past knowledge to help understand new knowledge or experience

showing student a framework that helps them to understand an event more clearly

asking students to outline the process by which they do something

giving students a scheme which they need to follow

Teacher and Language Object

Text and Language Object

Text as Linguistic Object

Text as Language Orientation

Learners learn a language through using it to communicate.

Authentic and meaningful communication should be the goal of language lessons.

Fluency is not as important as accuracy in language learning.

Communication requires the integration of various language skills.

when students can hear the word being spoken at the same time

when students are looking at many words in a group

when the words are within a context

when students are asked to match words to meaning

explanation

time lines

matching activities

pictures

pair and group work

sufficient wait-time after elicitation

setting individual work first before group work

asking student to do homework before class

using referential questions

form-focused feedback

use of rephrasing in teacher's own talk

echoing student responses

learners practice new language in a limited form

learners produce language using the target content freely

the teacher knows the exact answer, question or language the students will produce

ss are told to make use of certain patterns but the exact content is up to them

timing

thinking about grouping, pairing students or when sts work individually

seating arrangements

formulating an aim