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Table 2. Long and short versions of conversations



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Table 2. Long and short versions of conversations


explaining the use of heads and tails in spoken English, the teacher asks students to indicate or create heads or tails in each of the questions and sentences in Table 3. In another possible activity in Table 3, the teacher gives students some sentences or questions that already contain heads and tails, then asks students to rewrite them without the heads or tails. Then, the teacher gives students sentences that do not contain heads or tails and asks them to rewrite the sentences with heads or tails. These activities raise students’ awareness of the function and use of heads and tails in spoken English.

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