While doing my routine with my red student today I came to the very last question of routine 6, “What do you do next?”. Whenever I do pre-intermediate routines I always make sure that I don’t slow down for them and keep it at a natural speed. So when I came to this last question, he had a particular problem in catching the elision. I repeated it again for him and I got a blank look again. I repeated it again for him and finally the light came on and he answered the question. To make sure that he could produce the sentence himself, I asked for him to say it at the same speed that I had said it. This is the same strategy that I use when I read the routine for the first time to the high level students. I never slow down, simplify, nor make allowances for them until they actually demonstrate that they need some extra support.
In turn, this means that I can apply any level routine to higher level students by keeping it at a full native speed and also picking up on pronounciation and intonation. Whether it be the ‘morning routine’ or the ‘meeting routine’, the student benefits from having clear, structured and challenging elements that they will have checked at a future date.