# English for Teachers/Suggestions

​SUGGESTIONS FOR USING THIS MATERIAL
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:
* Grammar Points The grammar points around which each Chapter was developed can be found in the box at the beginning of the Chapter.The importance of researching the grammar point(s) with the reference pages given cannot be stressed enough. Through, investigation of the grammar points in Language and Life in the U.S.A., as well as in other grammar books and textbooks, the teacher can develop a clear understanding of the grammar points are and how they can be inter-related.The knowledge achieved by the teacher and students about the grammar points should NOT result in extended discussions about the language. It should result in learning plans that give the students every opportunity to generate and use the language intensively and competently.
* Review Reading This may be seen as a REVIEW of the Unit. It contains most of the grammar points included in the Comprehensive Reading and in the Unit.This reading should give the students a chance to see that the competency they achieved during their experiences in the Unit has allowed them to read, comprehend, and discuss this reading with ease.The teacher could also use this reading to give the students further experience with grammar points that were troublesome for them during study of the Unit.
* Exchanges In a number of Chapters, Exchanges are included to show how the grammar points work in natural, short conversation. The teacher should allow the students to expand each of these two or three line Exchanges by: substituting other vocabulary in them at every opportunity, letting the students make sentences similar in meaning but different in form than those in the Exchanges, adding sentences to the Exchanges that contain grammar points from previous chapters, developing situations and visuals to add "reality" to the practice involved, (As with all work in the classroom, then Exchanges should be practiced in "real" situations or with pictures.) writing more Exchanges and re-writing those included here, having the students write Exchanges around the grammar points of one chapter or all chapters studied to that point.
* Remaining Parts of the Chapter The Dialogues, Activities, Proverbs, etc. represent further development of the grammar point(s) and/or topic in each Unit. The teacher should consult other TESOL materials for suggestions that will make the greatest use of these parts of the Chapter.
With all of the parts of the Chapter the teacher should remember that any text (including this one) must be adapted to fit the needs of a particular moment in the classroom. The teacher must continually strive to use the text to develop special activities that exact more and more from the students and less and less from the teacher. Perhaps the best way for the teacher to create such activities is to make every effort to focus on what the students are and/or could be thinking and doing.
Regarding the students as primary in the learning situation will create situations in which their interests, aspirations, likes, and dislikes will come alive, allowing them to discover things about their world, themselves, and the language they are trying to master.
- d.h.