(known as a prompt) and invite students to say what possessions the characters have
got.
Oral prompts can also be given and students are invited to make sentences with the
prompts. For example:
Teacher (T) says: she / big house
Students (Ss) say: she’s got a big house
T: he / old car
Ss: he’s got an old car
T: she / old car
Ss: she hasn’t got an old car
Such exercises are known as drills and are used to encourage automatic use of
language; i.e. students respond automatically without stopping to think about what
they’re saying.
When students have mastered the structure (in the same lesson or in the following
lesson) the teacher might present the question form by showing the picture of the
woman and saying “big house; has she got a big house?”. The lesson will continue in
the same way as above. This description of a lesson has been adapted from the
course book “Streamlines”.
Lessons in this approach are very predictable but at lower levels they provide a familiar
environment where students at least get the chance to produce the phrase orally and
correctly. This method has been criticised for not being communicative; i.e. there is no
real communication; there is no need to say ‘she’s got a big house; everybody can see
she has!
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