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Feedback is important to a learner, so a teacher's follow-up would normally evaluate the learner's response with words like right or yes, sometimes including a repetition of the response for others to hear. Feedback is also important when students provide technically-correct answers but they are not what the teacher is looking for.
Keeping students motivated and interested are two important factors underlying content-based instruction. Motivation and interest are crucial in supporting student success with challenging, informative activities that support success and which help the student learn complex skills (Grabe & Stoller, 1997).
The sentence can be given as a grammatical puzzle [7] [8] [9] or an item on a test, [1] [2] for which one must find the proper punctuation to give it meaning. Hans Reichenbach used a similar sentence ("John where Jack had...") in his 1947 book Elements of Symbolic Logic as an exercise for the reader, to illustrate the different levels of language, namely object language and metalanguage.
Teachers focus on teaching important language skills while teaching regular lessons, helping students succeed not just in school, but in life beyond the classroom. [ 5 ] Overall, sheltered instruction makes classrooms more inclusive and helps all students succeed, no matter where they come from or what language they speak.
Learning how to frame language questions and use the resources to obtain data and interpret it is fundamental to learner autonomy. When students arrive at their own conclusions through such procedures, they use their higher order thinking skills (see Bloom's taxonomy ) and are creating knowledge (see Vygotsky ).
Harmer says that although the teacher may present language in the pre-task, the students are ultimately free to use what grammar constructs and vocabulary they want. This allows them, he says, to use all the language they know and are learning, rather than just the 'target language' of the lesson. [ 12 ]
Students take turns asking and answering the questions in pairs. This activity, since it is highly structured, allows for the instructor to more closely monitor students' responses. It can zone in on one specific aspect of grammar or vocabulary, while still being a primarily communicative activity and giving the students communicative benefits.
The teacher is largely silent, giving more space for the students to explore the language. Students are responsible for their own learning and are encouraged to express themselves; beginners talk about what they see, more advanced students talk about their lives and what they think.