the teacher asks the learners to close their books & cleans the board so they can't see the TL, the teacher puts up pictures or word prompts to help the learners remember the sentence, the teacher re-elicits an example of the TL, the teacher provides a model of the TL at a natural speed beating time to highlight the stressed words, the teacher demonstrates (but doesn't explain) any key phonological features such as linking or elision by saying these words slowly, the teacher repeats the example again at a natural speed , the teacher asks the learners to repeat the example 2 or 3 times, the teacher lets the learners say the example quietly to themselves so they will feel more confident saying it out loud, the teacher nominates individual or pairs of learners to repeat in open class correcting if necessary, learners practise saying the example to each other in pairs with the teacher monitoring and checking for accuracy.

CELTA staging modelling & drilling

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