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TopUpToOne/D1 Technique Supplementing to Unity.

During reading, speaking drills, or any classroom activities, we ensure adherence to the principle: "In total, the speech aired should be correct with natural intonations."

How does this technique work in practice?

1. Buzz reading & TopUpToOne.

The teacher reads along with the class, emphasizing intonations, maintaining dynamics, and training the class to "mimic" him. At the same time, the teacher flexibly varies his participation during reading.

As soon as he sees that the students have taken over the reading (for instance, in the easiest parts, in short sentences, or in direct speech), he reduces the volume of his voice, which might even fade away entirely if the students fully engage in the process.

1.1. "BEFORE/AFTER" Example. Teacher Tony: 2018 vs 2020.
Let's compare two video segments taken two years apart.
Before (mixed group): The teacher occasionally appears restrained and distant. There are sporadic pregnant pauses; students read in turns, squeezing out words as if from a tube, grating on their own ears and those of their peers, only for the teacher to eventually utter the ceremonial "Good!"

After (barrier group six months from the start): The dynamics have significantly increased; the teacher demonstrates engagement, students are involved, OSMReading is supplemented up to unity, with playful mimicry and exaggerated unevenness.
They combine the enjoyable with the beneficial, marking all the incorrect SIMPLE PAST verbs with a pencil, and immediately "reverting to the infinitive".
In response to Tony's questions:
What did he think? He thought...
Did he go? Yes. He went.
Did he stand? Yes. He stood.

They swiftly rotate through all the frequently used irregular verbs, instead of rote memorizing or mechanically drilling them.
Dynamics is a crucial factor for maintaining attention and thinking in the target language. There's a set of skills, the enhancement of which allows maintaining a high pace, effectively presenting, and working through the material. By the way, one would have to forget the PPP approach (as well as many other dogmas in teaching)!

Looking at SeniorOSMTeacher Tony, it's hard to believe that just a couple of years ago, he made such pedagogical blunders that the director would clutch her heart and threatened to shut down Goodwillend, providing feedback on his lesson!

2. Speaking & TopUpToOne.
2.1 In games relying on cards, during exercises, and clichéing speech structures.

Should a student "stumble" at a "difficult" spot, the teacher picks up their speech and "stretches out" the intonation.

This principle is similar to how fathers teach their children to swim, supporting them by the belly.

2.2. Provoking speech through a pause.

More on speech provocations in section 1 of OSMSpeaking.
During speech provocations, it's crucial to lead up to the pause with the most natural intonation possible, so the student can pick up the phrase while being in sync with the teacher.
It's important not to prolong this pause, and if the student fails to continue the sentence in time, it's essential to "smooth out the surface" so that the last thing that resonates in the mind is a complete phrase with a natural intonation.

3. Working with tests & TopUpToOne.

When working with tests, our primary concern is ensuring the student feels comfortable with the language, and only then with the format.

4. Echo error correction & TopUpToOne.

For grammatical, lexical, and intonational (!!!) errors, the teacher performs echo-correction.
It's essential that the last thing the student hears is the correct version.
It's especially important that the student does NOT perceive this as "The teacher is cleaning up after my mistakes."
Implementing this in practice is facilitated by an approach psychologists call "active listening."
The teacher nods with interest and repeats the correct version of the phrase after the student with a contemplative look, as if clarifying something in the content of WHAT the student is saying. (And not focusing on HOW the student constructs the phrase in English!).

In BodyLanguage during active games.