The Free Stage. Aspect 3: relevant pre-teaching.

The Free Stage. Aspect 3: relevant pre-teaching.

In the close control stage lesson plan we have seen how a TEFL teacher should reduce the language that is peripheral to the target language to a minimum in order to focus on the target language. Here, however, the opposite is true. Precisely the input of new vocabulary will give the student the chance to try to achieve the task with a diluted attention paid to the target structure, and hopefully develop a better reflex at mobilising the target language when the situation demands it, rather than searching for language using the rules which were used to introduce the language in the first place (see presentaion articles).

This also gives the teacher the chance to preempt a free stage speaking activity with skills practice (reading writing and listening) which can provide the input vocabulary and expressions in a context (authentic sources are good here). These can be practised before the free stage task is introduced, giving the student enough familiarity with them so as not to be too hindered by searching for lexis and thus give them better discourse management practice.

As an example, the free stage activity mentioned in article 49, ‘You’re hungry. Order a meal.’ could lead to a lot of food items, adjectives to describe food and functions such as asking for a recommendation, stating preferences, and politely agreeing and disagreeing.

It is also advisable to have students bring in their own new language – this heightens interest since they have been involved in the preparation. It could be a good task for homework.

 

Tags: TEFL teacher, pre-teaching, free stage, vocabulary
Posted on August 23rd, 2017

 

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