Explain The Concepts Behind Using Phrases Rather Than Words

The first consequence for teaching that I have identified above concerns students learning to use phrases rather than words. Teachers should have the ability to use phrases to help students “understand and interpret the content of spoken English and in different types of texts” (Skolverket, 2011a, p. 32).
The concepts behind using phrases rather than words are to help the students develop knowledge of the English language, increase their confidence and their ability to use the English language in different situations. To start with that, teachers have to develop the knowledge of the English language by giving the students the chance to use the language in different aspects.

To begin with, teachers should start with the most useful phrases
First listening, if students can understand what is said, their ability to communicate will be better. Consequently, the teacher should motivate the students and construct learning activities which will increase oral comprehension. Teachers should organize pre-listening activities, e.g. what is the subject about or give some information about the subject. Then, give the students something to listen to: phrases, specific information, news, or advertisements. Later, the teacher should encourage the students to reflect on what they heard to make sure that the students understood the lesson, and to see who still needs more attention.
Second reading, reading is a very important element in learning a second language. Through reading, students gain knowledge, be aware of how the texts are put together and how the texts are structured. Therefore, teachers should start with textbooks that are easy to know their levels in English language and to try to find what interests them the most. From this point, students get to learn new words. After reading, the teacher needs to ask the students, e.g. to write the new words that they found in the text and to construct a sentence or phrase using those
First, teachers need to illustrate that the English language has many accents, e.g. American, British, etc. second, let the students hear as many text as possible, and then let them recognize which accent it was. Teachers should let the students know that the accent does not matter but the most important thing is to know not having a Native-English accent is not the case but the case is how to pronounce the words smoothly, fluently, clearly and more confidently. First, teachers should let the pupils listen to spoken English as much as possible then teach them how to pronounce various phrases and words clearly, confidently and fluently. Second, teachers should teach the pupils phonetic alphabet to guide them to how to pronounce a new word. Third, teachers should learn the pupils the word stress like the word “teacher” has two syllables (tea and cher) but only the second (‘cher) is stressed. And this can see clearly in dictionaries by an apostrophe (‘). Third, teachers should practice the sound that they find it difficult for the pupils like (b and p), (sk and k), (w and v) e.g. practicing different word like pie and buy, skin and kin, cover and however. four, teachers should teach the pupils that it is better to speak clearly, fluently than quickly, no need to rush, if they speak fast maybe they will skip over