3. Write a brief reminder of each of the sample drills. This is usually a single line from the drill:
| When will they go? | Haven't they gone yet? |
| They went yesterday. | When did they go? |
| dependent | Are you dependent on it? |
Assemble a complete set of these reminders, for all the routine manipulations. Affix a copy of this list to the wall of the classroom, or to the front of the instructor's notebook. (See Swahili example, p. 426.)
With a moderate amount of training, the instructor will be able to make up his own drills on these points, drawing his material from dialogs, stories, and other meaningful use of the language. Suppose for example, that the students have just finished working with an impromptu 'microtext' like the following:
The grocery store we buy groceries from is located about two blocks from our house. It has a well-stocked dairy counter and a well-stocked delicatessen counter. The food is well displayed, it's a nice, bright, light store; it has a very large parking lot; there's no trouble finding parking; it's located near other shops so that it makes--ah--general shopping easier. It's located in Bailey's Crossroads near the E. J. Korvette store there.
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