The teacher selects present perfect because it is clearly used in the podcast students listened to. - The language taught should be relevant and evident in the input., Students read a blog and underline examples of comparatives before the teacher explains the rule. - Learners need to notice language forms in context before formal explanation., The teacher explicitly explains have/has + past participle before giving practice exercises. - A deductive approach starts from rule to practice., Students listen to several examples of there is / there are and infer the rule. - An inductive approach starts from examples to rule., The teacher uses a short dialogue about weekend plans to introduce going to for future intentions. - Grammar is more meaningful when presented in authentic, communicative contexts., Students complete gap-fills of a dialogue before doing a role-play about future plans. - Controlled practice should lead into freer, communicative use., The teacher designs a speaking task where students talk about real experiences using present perfect. - Grammar learning should support communication, not exist in isolation., The teacher revisits comparatives in later units through short warm-ups and revision games. - Repetition and recycling strengthen long-term retention.,

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