and pronunciation of vocabulary on food.
8. Learning andTeaching Procedures
Stage Procedure Teaching - Learning Time Aids
Teacher Student
Introduction
Greeting
&
Roll-call - T says hello to Ss.
- T checks the attendance. - Ss say hello to T. 1'
Review
- For review, T asks names of food in English showing pictures on the screen. - Ss tell names of food looking at the p
and-answer drill
- Students practice with answering questions and answer the teacher’s questions very quickly.
PartⅡ.Classroom Simulation
1. Sequence
2. Classroom description
-2nd grade of Middle School
-Beginning level students in Seoul
-30 students in a class
3. Dialogue
4. Chain Drill
☞Key Sentence 1. Which season
learners. If we are ever to improve the teaching andlearning of English as a means of communication, there must be a general move towards using the target language in the classroom. And this cannot be expected of the student if the teacher does not lead.
It is crucial for language teachers to remember that 'efficiency' in the language classroom is not measured by the success rate in commu
a way for them to use language in a meaningful context. Therefore, the teacher’s language allowed the students to participate in meaning-focused interaction, and consequently there is more variability in the structure of that communication. In second language classrooms, meaning-focused instruction will create more opportunities for students to use language for learning and to perform a range
learning of a second language. Therefore, learners have to be able to gamble a bit, to be willing to try out hunches about the language and take the risk of risk taking both in the classroomand in natural settings. Individuals learning a second language can face other negative consequences if they make mistakes. Beebe(1983, p.40) described some of the negative ramifications that foster fear of r