X

V

Juan

X

X

V

V

V

Ctl'WI

V

V

V

V

V

The teacher then asks the students what they can say about Carlos and fish, hoping to elicit 'Carlos likes fish'. This new presentation (of the third person singular of the present simple with 'likes') now proceeds in the normal way using Carlos' likes and dislikes for the accurate reproduction stage and the other preferences for immediate creativity.

The teacher can later introduce the question 'Does Carlos like fish?', etc.

For the introduction of writing the teacher can use the fill-in idea (see (a) above) or the students can see the following model:

Carlos likes fish, caviar and liver, but he doesn't like spaghetti or bananas.

They can then be asked to write similar sentences about one of the other names on the list. This is a simple form of parallel writing.

(c) Using hands and gestures

Teachers can use their hands and various gestures to make grammatical form clearer.

One of the things we often need to do is to show how a full grammatical form is contracted in speech.

One way of explaining this to beginning students is to use the fingers of one hand to represent the different parts of the sentence, e.g.

do

not

like

pears

I