Unit 6

Advanced Didactics of the English Language

Written Skills: Written

Materials for the EFL
Primary School Classroom
Table of contents
Scheme 3

Key Ideas 4
6.1. Introduction and objectives 4
6.2. Different ways of using texts in the EFL primary
school classroom 4
6.3. Designing and using reading comprehension
exercises 7
© Universidad Internacional de La Rioja (UNIR)

6.4. Reading approaches and critical literacy 12

6.5. Combining oral and written skills 14
6.6. The teaching of grammar 16
6.7. References 18

In Depth 20

Test 222
Scheme
© Universidad Internacional de La Rioja (UNIR)

Advanced Didactics of the English Language

3
Unit 6. Scheme
Key Ideas

6.1. Introduction and objectives

Dealing with written language is a double-edged sword: the student feels confidents
because s/he can handle the text but makes mistakes because the spelling system of
English is rather complicated. The texts used in the primary school classroom must
be relevant and interesting for the student, offering material is they are likely to enjoy
while they deep in the complexity of written language.

In this unit, we will discuss about the use of written texts in the classroom and their
usefulness for primary school children. The main aims of this unit are:

 Reflecting upon the different ways of using texts in the classroom

 Giving ideas about reading and writing activities.
 Integrating written and oral skills.
 Reflecting upon the teaching of grammar.

6.2. Different ways of using texts in the EFL primary

school classroom

Reading and writing are skills that have been given more importance in academic
settings, especially in the traditional teaching methods. If we want to help our
© Universidad Internacional de La Rioja (UNIR)

students to develop reading skills in a foreign language, we need to understand how

reading works. First of all, we should bear in mind that reading is not a passive
activity, but an active one. Our students are going to be taught to decode the
meaning in the written text not only by analysing the written symbols, but also by
making connections with their previous knowledge, their expectations, and so on.

Advanced Didactics of the English Language

4
Unit 6. Key Ideas
According to Anderson (1999, p. 1), reading can be defined as an active, fluent
process which involves the reader and the reading materials in building meaning.
Meaning does not reside on the printed page, nor is it only in the reader.

When we talk about understanding a written text, we mean being able to extract the
information required as efficiently as possible and be able to use it when necessary
(Grellet, 2009, p. 3). As we have previously said, reading is not a passive activity but
a quite complex one. We apply different reading strategies to different kind of texts:
it is not the same to read an advertisement, to read a book, an article, a poem or a
headline. Grellet explains that when looking for an advertisement at a notice board,
we overlook the irrelevant information, and focus only on what we are looking for,
getting a general idea of the rest of the information written. However, when reading
an article, it is not enough to get the general idea of the text (to get the gist of it): we
need more detailed comprehension. That is, we need to develop other reading skills
to be able to analyse language use, author’s tone, register, bias, the nuances of some
expressions, etc., in detail.

There are two broad levels:

 A visual task: the brain receives signals and deciphers the symbols on the page.
 A cognitive task: interpreting the information we have deciphered in the visual
task.

Let us go step by step and reflect upon what, why and how we read. We will see many
different texts we can use in the FL classroom. Although some might seem more
difficult to deal with than others, we always should bear in mind that there are not
difficult texts, but demanding exercises about them (table 1).
© Universidad Internacional de La Rioja (UNIR)

Advanced Didactics of the English Language

5
Unit 6. Key Ideas
Texts for the classrooms

short stories, tales, novels, poems, biographies, plays, limericks, nursery

Literary
rhymes, comics, etc.
Personal writing Letters, postcards, notes, telegrams, WhatsApp, etc.

Newspapers, magazines, leaflets, advertisement, essays, reviews, maps,

Informative
tiemtables, etc.
Instructive Handbooks, guidebooks, textbooks, cookbooks, dictionaries, etc.

Table 1. Texts for the classroom.

Now we have seen some of the possibilities we can use to develop reading skills in
the EFL classroom, we should take into account that, according to Grellet, there are
two main reasons for reading:

 For pleasure.
 For information.

The reading skills and techniques we apply when we read a text for pleasure are not
the same as the ones we put into practice when reading for information, as we do
not write in the same way when texting a friend or when writing a complaint letter.
But how do we read? What are the techniques we put into practice when reading?
The main ways of reading are:

 Skimming: getting the gist of it the text, the general idea by focusing only on the
most relevant information. The reader rely on headlines, pictures, titles, etc;
rather than examining every word.
 Scanning: going quickly through the text to get a particular piece of information
rejecting irrelevant data. Some examples could be: reading from a menu, reading
© Universidad Internacional de La Rioja (UNIR)

the classified ads, or when we check the telephone book looking for someone’s
number or address.
 Extensive reading (or receptive reading): reading, usually for pleasure, longer
texts. This type of reading involves global understanding. That is, rapid reading for
main ideas.

Advanced Didactics of the English Language

6
Unit 6. Key Ideas
 Intensive reading (also called study reading). Reading shorter texts for details, for
specific information. It involves a complete understanding of the text. As the
comprehension is high, the speed of reading is low.

These different ways of reading are not mutually exclusive: one can start skimming
through a passage before scanning a particular paragraph for the information one is
really interested in. In real life our reading purposes are constantly changing. It is very
important to change the type of exercise according to the type of text and the
purpose in reading it (Grellet, 2009, p. 4).

6.3. Designing and using reading comprehension

exercises

During the first couple of years of primary school, we do not need a story or an essay
to deal with written language, as their command of the language and its written form
is still developing. Most times, we can use isolated words related to the vocabulary
they are learning (colours, shapes, body parts and so on) or simple sentences which
are meaningful for them (I live in a house). Whatever the text or set of words you use,
be sure they are part of a meaningful context.

Stanovich (1986, p. 372) points out the problem of word calling, which occurs when
the words in a text are decoded but the text does not make sense. This is frustrating
for the learners as the text, no matter the length, is not meaningful for them. They
put too much emphasis on spelling but forget about context. Reading involves a lot
more than letter recognition: children must be aware of how the syntax and grammar
© Universidad Internacional de La Rioja (UNIR)

of the FL works and the context. In other words, bottom-up information needs to be
combined with top-down information, in a similar way we saw in listening. They also
need to understand the phonological correspondence of the written letters, which,
in the case of English, differs from any of the languages spoken in Spain. It seems

Advanced Didactics of the English Language

7
Unit 6. Key Ideas
obvious, therefore, that no emphasis should be put on reading while the phonological
system of the FL is not familiar to the student. A good method for dealing with this is
phonics (as revised in Unit 5), where the students deal with letter sounds and how
they are combined to form words. Grellet (2009, p. 6) discusses some important
aspects you really need to bear in mind when designing reading comprehension
exercises in the FL classroom:

 Text must be read as a whole, not as independent sentences. Texts are a group
of sentences linked by a theme or topic and but we do not have to be able to
understand the meaning of each sentence to be able to understand the meaning
of the whole text. As Grellet says, the structure of longer units (paragraphs or even
the whole text) must also be dealt with and understood. If we present the text as
a group of independent sentences that need to be dealt with separately, our
students will want to understand every single sentence in a text and not to develop
the reading skills necessary to infer the meaning of sentences from context and
co-text. Therefore, students get more and more dependent on their linguistic
knowledge (the vocabulary and grammar they know) instead of going beyond it.
 Start with global understanding and move towards detailed understanding. We
should start focusing on the general meaning of the texts and then, gradually,
move towards exercises in which we make our students focus on more specific
meanings, more detailed and concrete pieces of information. This is a very
important approach because:
• They will not feel so dependent on the understanding of every single word.
• They will understand how texts are organized.
• By starting with a more global approach to the text, students focus also on
pictures, layout, etc. This will encourage them to predict what they will find in
the text. Students should be encouraged from the very beginning to use what
© Universidad Internacional de La Rioja (UNIR)

they know to understand unknown elements (ideas, words, structures, etc.).

 Reading skills should be taught together with the rest of skills, as all the different
skills are interrelated. Here you can see some possibilities Grellet (2009) suggests:
• Reading and writing: summarizing the text, note-making, etc.

Advanced Didactics of the English Language

8
Unit 6. Key Ideas
• Reading and listening: comparing a reading and a listening event (an article and
a news-bulletin, for example), using recorded information to carry out a written
activity, etc.
• Reading and speaking: discussion, debates, etc.
 Reading is an active skill. On the other hand, we cannot forget the communicative
function of reading. Exercises must always be meaningful and correspond with
what one is expected to do with the text.
 Activities should be flexible and varied. Exercises are good or bad when they are
used in relation to a text. We can include multiple-choice questions, open
questions, yes/no questions or even non-linguistic activities. Students need to
understand the aim of the activities they are carrying out, so it is important to
explain in detail what we expect from them and why we have chosen these
activities.
 Getting students accustomed to dealing with authentic texts is always positive.
We will discuss advantages and disadvantages of using authentic material in
primary education in the following unit.

Texts can be used in three different forms in the FL classroom, no matter the level of
the students (Johns & Davies, 1983; Clandfield, 2005). Let us see them using a simple
text (figure 1):

Figure 1. A can of baked beans can be a suitable text for the FL classroom.
© Universidad Internacional de La Rioja (UNIR)

 TALO (Text as a linguistic object): we can use texts to present language, as an

example of grammar structures, vocabulary, different registers, tones, spelling,

Advanced Didactics of the English Language

9
Unit 6. Key Ideas
orthography, etc. It can be also used as a model for writing. For example (figure
2):

Figure 2. Some ideas for TALO activities.

 TAVI (Text as a vehicle for information): texts can be used to learn about the FL
culture, to develop reading comprehension and in many cases, to enjoy. Another
TAVI activity is preparing a pre-reading activity before the first encounter with the
text. In this, similarly to pre-listening, the teacher creates motivation and
establishes a context for the reading (figure 3).
© Universidad Internacional de La Rioja (UNIR)

Figure 3. Some ideas for TAVI activities.

Advanced Didactics of the English Language

10
Unit 6. Key Ideas
 TASP (text as a stimulus for production): we can use texts as an example or point
of departure from which students can get ideas and motivation to write or speak
or do a derived activity not related to written skills. The text is used as a topic
(figure 4).

Figure 4. Some ideas for TASP activities.

Remember that even though listening and reading are not the same skill, there are
some techniques you can use for both when preparing activities. Revise the pre-
listening, during listening and post-listening stages seen in Unit 4 and adapt them to
reading activities.
© Universidad Internacional de La Rioja (UNIR)

Advanced Didactics of the English Language

11
Unit 6. Key Ideas
6.4. Reading approaches and critical literacy

Cognitive and developmental psychologists and experts on education have focused

on the cognitive processes involved in skilled reading. Let us see some models:

 The linear model (bottom-up processes): the predominant approach in the 1950s
and 1960s. According to this approach reading is a process of decoding letters,
words in order to decode the meaning they encode. The process begins when the
reader receives the messages: then he/she analyzes at different levels of sounds,
words, phrases and sentences. This process is linear: first, readers decode letters,
then words, then phrases, sentences, etc., word recognition ends up becoming
automatic.
 The psycholinguistic model (top-down processes): from the last 1960s and in the
1970s. According to this approach, the decoding of information is guided by the
readers’ previous. In other words, the focus shifts to the readers, who rely on their
background knowledge and then read the text to confirm or correct predictions.
 The interactive approach: in this approach, reading is considered as the
interaction of both bottom-up and top-down processes. It is believed that all the
different aspects of reading influence and contribute to the reading process. The
most successful readers can decode the language on the page rapidly and
accurately whereas they relate this new information to the relevant knowledge
they previously had. These two processes are carried out simultaneously.
 Critical literacy: reading process is considered as a social and psychological
activity. Reading is considered as social because it takes into account the
relationship between readers and writers. The context is always essential:
meaning is built by analysing the context in which the texts take place.
© Universidad Internacional de La Rioja (UNIR)

Critical literacy

Critical literacy deserves a closer look due to its potential in the classroom. Critical
literacy is about enabling students to read both the word and the world in relation

Advanced Didactics of the English Language

12
Unit 6. Key Ideas
to power, identity, difference and access to knowledge, skills, tools and resources. It
is also about writing and rewriting the world: it is about design and re-design (Janks,
2013, p. 227). In this way, a critical approach recognises that words are nor innocent
nor casual, but instead work to position us and it is important reflect about the
complexity of human language codification from an early age. Likewise, critical
literacy helps students recognise that our world (geographically, environmentally,
politically and socially) is not neutral or natural, but it has been formed by history and
shaped by humanity (Janks, 2013, p. 227). As teachers, we are responsible for helping
the minds of the future to give their first steps into the world of knowledge away
from dogmatisms but questioning and answering in a constructive and respectful
way. Critical literacy stablishes that texts are never neutral, but that they always
convey features from their authors. That means that subjectivity is present in all we
read because the author is an individual with his/her own thoughts and beliefs.

Critical literacy is also an important source of cultural information which opens a

new world of possibilities to the student. When using texts form different cultures in
the classroom, critical literacy is important to understand the background behind
those apparently objective texts as all of them hide a why. Intercultural reading
shows us that our interpretation of reality is just one more among many other
possibilities. The sooner our students realize of the existent diversity outside their
immediate surrounding, the more respect towards other cultures. That is why critical
literacy is important even in pre-school education and the first years of primary. You
do no need to start with complicated philosophical issues, but, little by little, children
will start questioning absolute truths and discussing them in a respectful way.

According to Janks (2014, p. 350), teachers need to be able to do the following to

work critical literacy in the classroom:
© Universidad Internacional de La Rioja (UNIR)

 Make connections between something that is going on in the world and their
students’ lives, where the world can be as small as the classroom or as large as the
international stage.

Advanced Didactics of the English Language

13
Unit 6. Key Ideas
 Consider what students will need to know and where they can find the
information.
 Explore how the problematic is presented in texts and practices by a careful
examination of design choices and people’s behaviour.
 Examine who benefits and who is disadvantaged by imagining the social effects of
what is going on and of its representation/s.
 Imagine possibilities for making a positive difference.

6.5. Combining oral and written skills

During the first years of primary, our students have a limited knowledge of written
texts, so we will combine listening and reading in activities which prioritise spoken
language. Listening to correct English helps to improve recognition of the same
expression in print. Children become aware of written forms when they start
identifying letters as symbols, and this can be done using storytelling in the
classroom. However, this does not mean that the teacher reads a story and the
children just listen: the teacher puts emphasis on the written words, signalling them
in the texts so they can associate spelling and pronunciation. From listening and
watching an adult reading aloud, children can see (Cameron, 2006, p. 141):

 How books are handled.

 How texts express ideas.
 How words are set on a page or the format of different texts (the position of titles,
greetings in a letter…).
© Universidad Internacional de La Rioja (UNIR)

After that, the teacher can choose some words or even sentences from the story and
work with their written from during a discussion about the topic of the story,
promoting critical thinking. This already starts looking at the cover during the pre-
reading stage, so students start a discussion about the characters, what the text is
about or even the colours in it. Remember Grellet (2006, p. 10-11) emphasizes the

Advanced Didactics of the English Language

14
Unit 6. Key Ideas
need of considering the text as a whole, taking into account that students can also
“read” the pictures accompanying the text.

Once children grow older, the difficulty level of both texts and activities increases
according to their command of the language. There are many exercises you can
create for your students which help them using the language in different register
according to the text type and the oral response expected. After the text is read, you
can do some spoken or written activities like (Pope, 2012, p. 122):
 Practising summary skills by summarising texts in a variety of ways, focusing on
different aspects presented in the text.
 Changing the title to give the story another perspective.
 Changing the ending. By doing this, we can, not only change the destiny of the
main characters, but also offer other possibilities and draw attention to other
characters or options not explored.
 Including preludes, interludes and postludes. This means extending the text
‘before’, ‘during’ or ‘after’. We can think about how the main character’s life was
before the story began, what someone was doing while something important was
being narrated, or what happened with some of the characters once the story has
finished.
 Telling the story from the point of view of another character.
 Adding a new character.
 Creating a parody.
 Transforming the story into a play, a song or a video, changing dialogues into
narrative and narrative into dialogues.
 Word to image, word to movement. Verbal texts can also be transformed into
another medium, mode of communication or expression. Although we don´t
practice reading by drawing a picture inspired by a story or poem, we are
© Universidad Internacional de La Rioja (UNIR)

expressing ourselves too, showing our feelings and impression towards the text,
and if we are able to express something, if a text gives us something to say, then
the communicative process has succeeded.
 Creating a similar new story or character.
 Creating a collage with information about the story.

Advanced Didactics of the English Language

15
Unit 6. Key Ideas
In classes of older students who have mastered reading and writing, written texts
often support the learning pronunciation. When students are ready for autonomous
reading, they can also start practising reading aloud. In this case, choose short
extracts and allow them to become familiar with the text beforehand. Reading
silently should be encourage in the classroom both as a way of improving the
learner’s reading skills and as a way of preparing for reading to the whole class.
However, reading aloud should be delayed until the student feels confident. When
reading, our eyes do not follow each word of the text one after the other: many words
are skipped, we can go back to check something or we can go forward to confirm a
hypothesis. You cannot do so when reading aloud, so if you force your students to do
so again and again, they will not become efficient readers (Grellet, 2006, p. 10).

6.6. The teaching of grammar

Teaching grammar is a part of FL instruction which appears closely linked to written

language. This is because grammar is typically associated with taking notes,
dictionaries and rules. However, the explicit teaching of grammar during primary
school years can be completely removed. Such an affirmation leaves many teachers
with a hole in their lesson plan. The fact is that grammar is actually present in the
syllabus but in a different way. Cameron (2006, p. 96), reminds us that grammar is
something much more that the lists of labels and rules found in grammar books.
Thinking about young learners and rethinking the traditional notion of grammar
teaching, Cameron (2006, p. 98) states:

 Grammar is necessary to express precise meaning in discourse.

© Universidad Internacional de La Rioja (UNIR)

 Grammar ties closely into vocabulary in learning and using the foreign language.
 Grammar learning can evolve from the leaning of chunks of language.
 Talking about something meaningful with the child can be a useful way to
introduce new grammar.
 Grammar can be taught without technical labels.

Advanced Didactics of the English Language

16
Unit 6. Key Ideas
The very first source of grammatical correctness for the primary school child is oral
language. Patterns are offered and learnt in a natural and progressive way. Once the
child grows up, grammar appears under labels (i.e. present simple, irregular plural,
etc) which are not always necessary. However, if you want to introduce grammatical
terms in your classroom, written language offers a permanent record for your
explanations. In order to proceed with the teaching of grammar, it is important that:

 Children have a good command of the written language.

 Children know about grammar in their L1.

This situation would not be possible until the last courses of primary. Grammar also
needs a meaningful context to be learnt, so, even though it is fine offering your
students modelled examples for written record, be sure they can use those structures
in real conversations. Therefore, rethink grammar in other terms and start using
interactive oral grammar exercises (Comeau, 1987). An interactive grammar exercise
puts communication on a par with correctness, turning the study of grammar into a
social activity. The teacher’s role is to acta as a coach who organizes, encourages, and
guides the student interaction. That is, the teacher prepares and hands out group
assignments, then circulates from group to group, listening, encouraging and
correcting. The five qualities of interactive oral grammar exercises are (Comeau,
1987, p. 58):

 They should be communicative. Interactive exercises should be integrated into

group activities, such as interviews, groups games, dialogues, pantomimes and
other forms of role paly that encourage communication between student or
between the instructor and students.
 They should be meaningful. Interactive exercises should fully engage the students’
© Universidad Internacional de La Rioja (UNIR)

minds and imagination. Ideally, students should become so absorbed in the

meaningful activity that they learn the grammar pint naturally, almost without
having to think specifically about it.
 They should provide a limited choice. Interactive grammar exercises should
provide students with a limited choice of possible answers in order to allow them

Advanced Didactics of the English Language

17
Unit 6. Key Ideas
to focus their full attention on the meaning of the activity. In most cases this
means making a choice between only two forms.
 They should be expressive. Students should be encouraged to adopt the accent,
intonation and pronunciation of native speakers as much as possible. The quality
of expression in interactive exercises should be highly inflected, even exaggerated,
and should represent the full range of emotions in order to encourage students to
forget their inhibitions and truly dramatize the language.
 They should be integrated with other kinds of exercises. Interactive grammar
exercises should complement rather than replace traditional exercises. Repetition,
substitution and pattern-practice exercises, for example, are effective tools for
language learning at the manipulative level, and they can often be uses in
conjunction with interactive exercises for the sake of variety. Where class time in
unduly limited, a certain amount of manipulative practice that requires thoughtful
responses economizes on the time required for students to acquire a foundation
for interactive practice. If communicative ability is to be developed, however,
there must be practice in using the language to communicate meaningful
messages, even in limited contexts.

Some examples of the combination of traditional grammar and interactive oral

grammar exercises are explained in the master class.

6.7. References

Anderson, N. J. (1999) Exploring Second Language Reading. Boston: Heinle & Heinle.
© Universidad Internacional de La Rioja (UNIR)

Cameron, L. (2006). Teaching Languages to Young Learners. Cambridge: CUP.

Clandfield, L. (2005). Text in Language Classrooms: TALO, TAVI and TASP. Retrieved
from:
[Link]

Advanced Didactics of the English Language

18
Unit 6. Key Ideas
Comeau, R. F. (1987) Interactive Oral Grammar Exercises. In W. M. Rivers (ed.)
Interactive Language Teaching. Cambridge: CUP.

Fitzgerald, J. (1994). How Literacy Emerges: Foreign Language Implications. The

Language Learning Journal, 9 (1), 32-35.

Grellet, F. (2009). Developing Reading Skills. Cambridge: Cambridge University Press.

Janks, H (2013). Critical literacy in Teaching and Research. Education Inquiry, 4, (2),
225–242.

Janks, H (2014). Critical Literacy’s Ongoing Importance for Education. Journal of

Adolescent & Adult Literacy 57, (5),349–356.

Johns, T. and Davies, F. (1983). Text as a Vehicle for Information: The Classroom Use
of Written Texts in Teaching Reading in a Foreign Language. Reading in a Foreign
Language, 1(1), 1-19.

Pope, R. (2012). Textual Intervention. London: Routledge.

Stanovich, K. E. (1986). Matthew Effects in Reading: some Consequences of Individual

Differences in the Acquisition of Literacy. Reading Research Quarterly, 21 (4), 360-
407.
© Universidad Internacional de La Rioja (UNIR)

Advanced Didactics of the English Language

19
Unit 6. Key Ideas
In Depth
Examples of Grammar Exercises

Examples of grammar exercises and how to use them as interactive oral grammar
exercises.

The master class is available at the virtual campus

Subtitles in Videos. Reading or Distraction?

Some teachers use subtitles in the classroom but is this a good idea? This master class
discusses when subtitles are suitable in the primary school classroom.
© Universidad Internacional de La Rioja (UNIR)

The master class is available at the virtual campus

Advanced Didactics of the English Language

20
Unit 6. In Depth
Reading Models in Foreign Language Teaching

Redondo, M. (1997). Reading Models in Foreign Language Teaching. Revista Alicantina

de Estudios Ingleses, 10, 39-161. Retrieved from:
[Link]

This article offers a review of the main features of the most representative reading
models in relation to the FL and L2.
© Universidad Internacional de La Rioja (UNIR)

Advanced Didactics of the English Language

21
Unit 6. In Depth
Test
1. Reading is:
A. A passive activity.
B. A natural activity.
C. An active activity.

2. Written texts must be meaningful:

A. True: children need appealing texts, related to previous knowledge or to
their environment.
B. False: children will not be able to face long readings in the future of we do
not introduce a considerable amount of new information in each new text.

3. Word calling refers to:

A. The ability of construct meaning from the words in the text but the inability
of decoding them.
B. The ability of decoding written words but the inability of construct meaning
from them.
C. The ability of decoding written words and construct meaning from them.

4. Scanning is:
A. Going quickly through the text to get a particular piece of information
rejecting irrelevant data.
B. Going quickly through the text to get the gist.
C. Revising the text carefully to memorize all the important data.

5. How should children read a new text?

A. As independent sentences to ensure maximum understanding.
B. As a whole, not as independent sentences.
C. Aloud the first time, and silently for the activities.

Advanced Didactics of the English Language

22
Unit 6. Test
6. Critical literacy helps children:
A. Accepting commands.
B. Questioning the world in a respectful way.
C. Dealing with the FL in a enjoyable way.

7. An activity where we use the text as a linguistic object (TALO) is:

A. Looking at how the words are spelled.
B. Becoming aware of the cultural component of the text.
C. A pre-reading activity.

8. Can we combine reading and listening in the classroom?

A. Yes, as the decoding process is the same.
B. Yes, as both skills are related and listening helps understanding written
forms.
C. No, as they are completely different skills.

9. What should the teacher do with the pictures accompanying the text?
A. Pictures are part of the text, so the teacher must ask the students to pay
attention to them.
B. Pictures are just decorative items which are not relevant in terms of language
learning.
C. Pictures should not be look at until the students have fully understood the
text.

10. By using interactive oral grammar exercises, we:

A. Integrate traditional grammar exercises with them.
B. Eliminate traditional grammar exercises.
C. Use both type of exercises but we never combine them.

Advanced Didactics of the English Language

23
Unit 6. Test