In controlled practice, there is a minimal chance that the students can make a mistake. In the mascot example in the previous unit, we have already suggested the controlled trial – that the students ask the mascot:
- “Do you like….?’”
- They can go on to ask each other in pairs “Do you like…,?” with the other pupils merely answering ‘yes’ or ‘no.’
- Once the pattern has been established with the class, they can happily do it in pairs.
The controlled practise goes hand in hand with the presentation since pupils must try out a new language once they have heard it. Teachers can still use the same variety of ways of getting controlled practice going – mascots, puppets, drawings, etc.
Here are two examples of controlled practice:
Telling the time
Pupil A asks: What’s the time? Pupil B answers: It’s………
What’s he/she doing?
Pupil A asks: What’s he/she doing? Pupil B answers: He/she is…
The purpose of these activities is to train students to use correct, simple, and functional language within a situation or context and provide the foundation for oral work. However, teachers do not always need to These activities aim to train students to use correct, simple, and functional language within a situation or context and provide the foundation for oral work. However, teachers do not always need to use complex language at once. It is important to use familiar words to build confidence in the language, so students may have to recite sentences, be corrected, and go through the same thing many times.