teach that subject in French?
b. Adult trainees who know little about auto mechanics, but who will need a knowledge of it in their future work?
c. Junior high school boys with an interest in mechanical things?
2. The sequence obviously calls for use of visual aids. What would be the advantages and the disadvantages of two-dimensional aids (diagrams, etc.) and three dimensional aids (models, or an actual car)?
3. What 'payoffs' (p.23ff) might this exchange provide, either practical or psychological?
4. Are any parts of the exchange prohibitively 'heavy' (p. 47) or 'opaque' (P. 48)?
The object of the game in writing a lesson that will include this exchange sequence is to find ways of increasing the payoffs, or strength, with a smaller increase in weight and opacity. In the materials from which this example is taken, parallel sequences cover the names, locations and purposes of a chain of items: the axles are attached to the suspension, the brakes and the wheels to the axles, and the tires to the wheels. A total of five substitution tables provide some of the routine vocabulary needed for talking about these parts of a car. They may be summarized as follows:
A. Qu'est-ce que c'est?
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