The

teacher asks the students what sport they play.

The

teacher tells a favourite fairy story to introduce narrative tenses.

The

teacher shows an interview with a singer and asks the students to identify five

fillers the singer uses.

After

the students have read a text about a person who used to live in New York, the

teacher asks the students if the person still lives in New York.

The

teacher asks the students to repeat some conditional sentences from a

recording.

The

teacher repeats the words

The

teacher checks whether the students understand when the new language is used.

The

teacher does an action which shows the meaning of a new word.

The

teacher asks the students to repeat sentences after her.

The

teacher asks the students to look at pictures of Paris before they listen to a

recording about tourist attractions there.

The

teacher asks the students for examples of different kinds of fruit and writes

them on the board.

People

acquire languages by understanding messages that contain language slightly

beyond their current level of competence.

The

acquisition is in charge of generating statements. These statements will

eventually be corrected by the monitor, the section where learning is stored.

Learners

of a second language acquire structural items in a predictable order regardless

of the order of presentation. This means that some structures are more easily

acquired than others, and the order of difficulty does not necessarily correspond

with what we believe is an easy or complex structure.

Understanding

a message is not enough to assure language acquisition; one must be open to the

message so that it reaches the language acquisition device. If we are relaxed

and in a pleasant learning environment, more input will reach the LAD, while if

we feel tense or are in a hostile environment, our efforts to provide input

will be fruitless.

Students

have two ways of developing second language skills: consciously focusing

attention on the form of the language (structure) or subconsciously

internalizing the new language, emphasising the message (meaning) rather than

the form.

a

preference for learning through play and interaction

a

desire for autonomy

shorter

attention spans

developing

abstract thinking skills

high

energy levels

a

clear purpose for learning

established

cognitive skills