Page:Adapting and Writing Language Lessons.pdf/213

CHAPTER 4



Next, the team selected at random three units from (Units 32, 60, 75), noted the structure drills in each, and tried to write new drills on the same points as the existing ones. Content was drawn either from the two inventories, or from other closely-related vocabulary that the students could be counted on to know.

This proved to be possible for all drills except those on very minor and specialized points.

Two examples will suffice. The first, from Unit 32, is a completely ordinary substitution-correlation drill involving concords with the adjective stem - 'good':