The classroom procedure was as follows:
1. One member of Group I answers questions from Group II concerning his story. The other members of Group I listen. The teacher listens and makes necessary corrections.
2. The members of Group II ask the same questions of the other members of Group I.
3. The teacher asks the same questions of members of Group II.
Division into two unequal groups allows the stronger students, as members of Group I, to do more challenging work while using the same material as their classmates.
SUMMARY
Chapter 3 called for four 'basic components' in a language lesson: (1) reward(s) outside of language acquisition itself, (2) a sample of language in use, (3) structural and (4) lexical exploration moving from the sample and toward the extralinguistic goals. Chapter 6 dealt primarily with lexical exploration; Chapter 5 dealt with one way of presenting structure, and Chapter 8 will describe another. Chapter 7 has concerned itself with how to obtain or create,and use,a stable 'sample' relevant to the unstable but all the more potent readinesses of a 'them' in a here and a now.
380
