by sandra » Thu Jan 26, 2017 5:07 pm
How do you try to make controlled practice activities more communicative and motivating for your learners?
I try to personalize the exercices as much as I can, and also involve the students in discussion topics every time an interesting topic comes out. But I find it really difficult to make them talk, specially the younger ones (1st & 2nd of ESO)
What are some of the benefits of providing learners with receptive grammar practice activities? What is the balance of receptive and productive grammar practice activities in your classes?
I'm afraid they do a lot more receptive activities than productive ones. I have to improve that in my classes.
How do you try to make controlled practice activities more communicative and motivating for your learners?
I try to personalize the exercices as much as I can, and also involve the students in discussion topics every time an interesting topic comes out. But I find it really difficult to make them talk, specially the younger ones (1st & 2nd of ESO)
What are some of the benefits of providing learners with receptive grammar practice activities? What is the balance of receptive and productive grammar practice activities in your classes?
I'm afraid they do a lot more receptive activities than productive ones. I have to improve that in my classes.
