Teach english new edition r

choral repetition, 
we get all the students to say the new word or phrase 
together.
For choral repetition to be effective, it is im portant to start the chorus clearly (so that 
everyone gets going at once) and to help the students with the rhythm by ‘conducting’ 
the chorus, using arms and hands to show where stress occurs, etc. Choral repetition can 
be invigorating, and it gives all the students a chance to speak together rather than being 
(possibly) shown up individually.
Sometimes teachers divide the class in half (when working with a two-person dialogue, 
for example) and give each of the dialogue roles to one or other half. The conversation is 
then spoken in 
semi-chorus, 
with the two halves each taking their turn to speak.
When we think students have been given sufficient repetition tim e in chorus (or if we 
don’t see the need for choral repetition), we may ask for individual repetition. We do this 
by 
nominating 
students and asking them to give us the sentence, e.g.
teac h er
:
OK. Sam?
s tu d e n t 1
(Sam):
They’re watching television.
teac h er
:
Good. Kim?
s tu d e n t 2 
(Kim):
They’re watching television.
teac h er
:
Good.
etc
It is worth remembering not to nom inate students in an obvious order (e.g. by going from 
one end of a row to the other) since this will make the activity predictable and, as a result, 
will not keep students ‘on their toes’.
A form of individual practice which some teachers and students find useful occurs 
when teachers tell their students that they can say the word or phrase quietly to them ­
selves, 
murmuring 
it a few times as they get used to saying it. It may sound strange to hear 
everyone speaking the phrase quietly to themselves at the same time, but it gives them all 
a chance for individual repetition, a chance once again to see how it feels to say the new 
language.
If we feel that students have done enough repetition of the phrase or phrases (or if we 
don’t think such repetition is necessary), we m ight organise a quick