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I had not considered accuracy vs. fluency Before this lesson. It seems you really need to know the needs of your students before you can create speaking activities that will pique their interest. In my japanese class, we spent a lot of time on self – introduction because that is very important in japan. But we spent so much time on it, that it became redundant. The student who was not working with Japanese colleagues at her job found the whole thing very UN-interesting. So this begs an important question, how can you keep students interested if their practical needs are all different? The solution the chapter offers- to cover a variety of topics over the term, to satisfy everyone- is useful, especially if you outline them to the students at the beginning of the course and re-evaluate to see what else they want to learn. About word Gap/jumble exercises, I have always found those highly impractical because they have no real-life application. But I suppose it is to get students familiar with the way grammar “looks†and boost their confidence. I would like to know more practical and non-drilling exercises to improve accuracy.
