1. Intonation
2. Grammar
2.1. structure
2.1.1. word forms
2.1.1.1. prefixes, suffixes, gerunds
2.1.2. parts of speech
2.1.2.1. verbs, conjunctions, prepositions
2.1.3. sentence construction
2.1.3.1. affirmative, negative, simple, complex
2.1.4. agreement
2.1.4.1. subject-verb, pronoun-antecedant
2.2. mechanics
2.2.1. capitalization
2.2.2. punctuation
2.2.3. spelling
3. Focus on form
3.1. form
3.1.1. -ed ending for simple past
3.2. meaning
3.2.1. completed action at a specific time in the past
3.3. use
3.3.1. "Last year, I visited NYC."
3.4. instruction
3.4.1. reactive feedback
3.4.1.1. direct attention to errors
3.4.1.2. corrective feedback techniques
3.4.1.2.1. elicitation
3.4.1.2.2. clarification requests
3.4.1.2.3. metalinguistic feedback
3.4.1.2.4. repetition
3.4.2. proactive teaching
3.4.2.1. anticipate difficulties
3.4.2.2. plan to teach necessary language
3.4.3. noticing form
3.4.3.1. students connect form to meaning
4. Why?
4.1. to better understand oral and written messages
4.2. to express their own messages more accurately
5. Pronunciation
6. How?
6.1. in tasks
6.2. with resources
6.2.1. verb lists
6.2.2. grammar references
6.2.3. peers
7. When?
7.1. REPETITIVE
7.1.1. Cycle One
7.1.1.1. Rising and falling voice pitch (2)
7.1.1.1.1. "it's snowing!"
7.1.1.2. Appropriate stress and pronunciation for classroom words (2)
7.1.1.2.1. "Wednesday" /'wenz-day/
7.1.2. Cycle Two
7.1.2.1. Targeted mechanics to construct meaning (3)
7.1.2.2. Targeted mechanics to produce texts (3)
7.1.2.3. Targeted grammatical structures to construct meaning (5)
7.1.2.4. Targeted grammatical structures to produce texts (5)
7.1.3. Ongoing
7.1.3.1. Stress and pronunciation for tasks
7.1.3.1.1. "Chocolate" \' chä-clate\
7.2. When deciding... consider
7.2.1. complexity
7.2.1.1. are they ready at their level?
7.2.2. frequency
7.2.2.1. will they encounter/use it often enough?
7.2.3. recurrence
7.2.3.1. is it useful for them?