c. role playing situations that the student can imagine himself being in someday;
d. printed or taped information in which the student is interested, and which is not available to him otherwise;
e. doing things together (e.g. trading postage stamps,gardening, assembling a bicycle) that involve language.
Have these objectives, or 'pay-offs,' in mind as you write the lesson, and put them on the last page when you have finished. Aim at a lesson that the student can finish in 1-4 class hours.
Examples of payoffs are found in Chapter 3; p. 54-57; Appendix R, pp. 361-364, Appendix G, p. 184f and elsewhere.
7. Assemble structure points (step 2) and Cummings devices(step 3) that seem appropriate for the objectives of step 6. Put each on a separate sheet of paper -- not just a separate page. Combine the Cummings devices into an exchange sequence[1] something like the following:
It's a book.
Where is the book?
It's on the table.
Is the book red, or blue?
It's blue.- ↑ This term arises out of discussions with Carol Flamm, and is approximately equivalent to what Eugene Hall has called a 'response sequence.'
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