| Challenge | Solution | |-----------|----------| | Students expect explicit rules first | Use a brief "noticing" phase (2 min) before listening to prime attention. | | Large classes limit oral practice | Pair work, choral listening drills, and digital tools (e.g., Padlet for voice recording). | | Authentic listening is too fast | Use graded audio, then slow-down software (e.g., YouTube playback speed), then authentic. | | Pronunciation of grammar (e.g., -ed) ignored | Include 5 min of "grammar pronunciation" in every launch. |
| Challenge | Solution | |-----------|----------| | Students expect explicit rules first | Use a brief "noticing" phase (2 min) before listening to prime attention. | | Large classes limit oral practice | Pair work, choral listening drills, and digital tools (e.g., Padlet for voice recording). | | Authentic listening is too fast | Use graded audio, then slow-down software (e.g., YouTube playback speed), then authentic. | | Pronunciation of grammar (e.g., -ed) ignored | Include 5 min of "grammar pronunciation" in every launch. |