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The language structures we focus on in this collection are ones which our research into classroom practice and feedback from teachers of various nationalities have shown to be particularly difficult to get across successfully- We have not attempted to cover all possible grammar points. But we have tried to include a wide range of techniques which you can draw on when teaching grammar points not covered here. | touch modes. The clear message here is that teachers need to know how to . balance their reliance on visual auditory and kinaesthetic input modes if they are to cater successfully for individual learning styles within a group. One of our major concerns has been to show ways of providing such balance. Stevick 1989 p. 126 suggests that content and emotional depth of experience are also crucial factors in the acquisition of grammar. In other words when it comes to teaching the genitivea sentence like Martin Luther King s 1 want to be the white man s brother not his brother-in-law will be better and longer remembered than The man s hat is green . Accordingly we have tried to incorporate into our model texts as much wit metaphor humour fancy absurdity and other imaginative devices as possible. The aim in doing this is to make these texts and the language in them as memorable as possible. Additionally - we believe - if the model texts are memorable the corresponding student texts and the target language they include are more likely to be memorable too. Without memory of course there can be no learning. Accordingly besides trying to provide examples of memorable content we have attempted to include as many memory enhancing activities of all kinds as we could. See for example Anchoring on p. 11. FINDING YOUR LESSON Suppose you need a lesson to practise f-sentences. How do you proceed First look in the quick-reference guide under if. You will see that there are four lessons to choose from lessons 4.1 4.3 4.5 and 4.10 . One by one look these lessons up and decide which is best for your class. Then read the one you have chosen more carefully to see whether you need to adapt it in any way. Often our lesson recipes include alternatives at various stages. However there is another source of ideas for adapting a lesson at a given stage. For example if you feel you need a different approach to the initial awareness-raising stage look at the Discovery stage in some of the other .
