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    Test Teach Test

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    Josue Duarte
    Little or no language is pre-selected or pre-taught before a freespeaking activity, but is taught afterwards instead. The advantages of this approach is that it is a very economical and focussed way of teaching since no time is wasted on language points that the student may not find a problem.

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    Test Teach Test

    Uploaded by

    Josue Duarte
    986 views1 page
    Little or no language is pre-selected or pre-taught before a freespeaking activity, but is taught afterwards instead. The advantages of this approach is that it is a very economical and focussed way of teaching since no time is wasted on language points that the student may not find a problem.

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    Little or no language is pre-selected or pre-taught before a freespeaking activity, but is taught afterwards instead. The advantages of this approach is that it is a very economical and focussed way of teaching since no time is wasted on language points that the student may not find a problem.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    986 views1 page

    Test Teach Test

    Uploaded by

    Josue Duarte
    Little or no language is pre-selected or pre-taught before a freespeaking activity, but is taught afterwards instead. The advantages of this approach is that it is a very economical and focussed way of teaching since no time is wasted on language points that the student may not find a problem.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    Test-Teach-Test Approach

    With this method, little or no language is pre-selected or pre-taught before a freespeaking activity, but is taught afterwards instead. The procedure is as follows:

    1. Preparation Teacher explains free speaking activity to the student (e.g. discussion, role-play, telephone conversation, negotiation etc.) 2. Free Speaking Student performs free speaking activity with little or no input from the teacher beforehand and while the activity is in progress, the teacher either records it or makes a note of mistakes made. 3. Feedback This is the crucial stage to this approach as it here that the teacher revises / teaches the language that the student needs to know. Much feedback will be minor mistakes but some errors may require longer teaching slots. Playing back the tape is a good way of getting the student both to be more aware of the mistakes they've made and to self-correct or 'reformulate' their own use of language. 4. Controlled Practice Student practices the new / revised language items, often in isolation. 5. Repetition Of Activity This final stage is not always necessary. However, it can be a very useful exercise for the student to either repeat the original activity or to do another similar one in order to put the newly revised / learnt language items back into the rest of the language. Advantages The advantages of this approach is that it is a very economical and focussed way of teaching since no time is wasted on language points that the student may not find a problem, but only on ones they do. It is also a mature approach, which challenges students and takes account of their advanced level of English. Finally, the activities chosen can be directly related to the student's own experience and needs and so this approach can be particularly relevant for professional courses.

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