In the same way, some may omit forms of speech when writing or speaking. Since many of these problems are also present in their L1 use, we cannot expect a lot of drilling to help very much. Experience has taught me that these students enjoy classes which demand more active participation in speaking. The only times when this did not prove successful was when learners felt rejection due to frustrating exposures to the language in front of peers. The point is that the students' utterances must fulfill communicative objectives.
Conversational activities appeal to their easily distracted personalities.
Devote most of your class plan to doing them regularly. Oral projects demanding descriptions, storytelling, discussions, etc., can also generate interest and competition in class. Most slow learners need support and encouragement to maintain their interest in the language and in the class. They are not usually motivated by the reward of knowing a new language per se. Active involvement and positive reinforcement are recommended throughout the lesson.