Page:Adapting and Writing Language Lessons.pdf/129

CHAPTER 3
 * continued from dialog of Unit 4.


 * describing and identifying people.

.

1. At the end of the unit, the student is shown four simple conversations made up of material that he has already mastered. He is told to 'be prepared to carry out these conversations…with your instructor.' Instructors should of course be sure that the students take 'Role A' as well as 'Role B' in these conversations. It might be well, in addition, to change the directions so that they read 'be prepared to conversations  with your instructor.'

2. Cummings device{s) for describing and identifying people (height, complexion, age, sex, etc.). Note the possible areas for cross-cultural sensitivity here. Apply this to local people.

3. By adding first person, use the above vocabulary in self-description.

4. In Unit 3, augment 2, the students began to talk about their daily routine, but without verbs. Now, add 1 pl. and 1 sg. present content verbs to form an action chain based on the remaining parts of the routine: 'We get up at (6:00), we eat breakfast at (7:00), etc.' To maintain strength, much should be made of each student also answering factually for himself where individual schedules vary.

5. 'What is your address?' 'Where is your house?' Cummings devices and/or dialogs, with a map of the area.