Page:Adapting and Writing Language Lessons.pdf/163

CHAPTER 4 lessons plans the instructor preferred to rely on his own teaching experience, on the material at hand, and on the spontaneous reactions of informants and students. The instructor would enter the class with a preconceived notion of how to conduct the lesson, but prepared to adapt.

3., in as foolproof a way as you can manage, the and virtually all of , with sample answers. This is part of the 'grammar,' of course, but its main purpose is to enable the student to explore the vocabulary of the language for topics that he is interested in. One way of presenting and exploiting questions is the 'Cummings device,' discussed in Chapter 6 and exemplified in Appendices p(p. 331), Q (P. 337 ), R (P. 346), G (P.154) and elsewhere.

4. . It is incomplete for two reasons, but also for a third and a fourth:

But also:

c. What is in the course has no connection with anything that really matters to the student. Words are connected to words (either Sarkhanese or English) and patterns are connected to patterns, but there is no feel or motion, no touch, no smell, no flavor and no joy. There are no people yet, only teachers and students. There is no flesh, but only dry bones.