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As learning plans are written for experiences which will exact more from the students and less from the teacher, the following approaches for each of the kinds of material included in the Units might be considered: 1. Comprehensive Reading 1. Before dealing with this in any way, the teacher should check the grammar boxes in each Chapter of the Unit. Wherever possible, page references from the. are included to give the teacher a clear understanding of what the various grammar point(s) are.

2. This Comprehensive Reading may be seen as a of the Unit. The teacher might use part or all of this reading in assisting the students with: 1. RECOGNIZING what grammar points will be developed in the Chapters of that Unit and

2. GENERATING the grammar points before/after they are dealt with in each of the Chapters.

3. While many parts of the Chapter will refer to this reading, the teacher should make every effort to use it at any time to indicate or develop the grammar point(s) in listening, speaking, reading, and writing exercises.

4. A process that may be useful for students in dealing with the Comprehensive Reading (as well as the other Readings) to develop reading ability is reprinted here from with the permission of Cynthia Choy-ong, Dale A. Enger, and Park Myong-seok. 1. Read each selection all the way through without stopping to decode and decipher or translate sentences that are difficult to understand. In this first reading, try to get a general idea of the content of the selection.

2. Read the selection a second time without stopping, but this time underline words and expression you do not understand iii