often necessary for the group usually a small group of 3 or 4 students to select a group leader who will report the results of hisher group work to the class. An important characteristic of this
kind of activity is that students are asked to collaborate actively. They themselves must provide the necessary information thus giving the exercise a touch of the personal information
unknown to the partner. This justifies the verbal exchanges and makes them similar to those occurring in real situations of communication.
An information gap is introduced into almost all oral activities.
3. Grammar and Written Practice Grammar Practice
Students should start from real linguistic experience to discover how the language they are learning works. These experiences lead students to consciously make use of the linguistic
materials. Afterwards, with the guide of the teacher, they can make generalizations about the basic structures they have already met. This is best done through a guided inductive method
that allows students to discover rule through discussion with their teacher and classmates. The main characteristics of this procedure are:
a Discussion must take plan after a certain amount of practice on the linguistic material dealt with, and not before. The teacher is usually advised to conduct discussion either after work on the
dialogue has been completed or after the Communication Practice stage. Of course, teachers are free to carry this out even later. for example at the end of the teaching unit.
b It must be the students who discover the rule and not the teacher who explains it; this procedure is based on the pedagogical principle according to which learning by discovery last
longer. Of course, the role of the teacher is more delicate than the tradition generally allows, heshe becomes, that is a “solicitor of knowledge and no longer the depository of
knowledge.
In the section Grammar Practice, each grammatical note is immediately followed by some written exercises included in order to apply the rule. The new structures are isolated and com-
pared to the corresponding mother tongue structures. The notes that follow are simple and are limited to essential aspects. All fine distinctions not to be found in the actual use of the langua-
ge at any given stage have been artfully avoided. Grammatical terminology is limited to the strictly necessary.
This section has several basic aims: to provide a series of exercises to apply the rules;
to make it possible for students to concentrate further on the working of the language; to give any students, who for some reasons, were not present during the discussion on
the language, the possibility of understanding certain mechanisms of the language on their own.
Teacher should remember that the content of this section must never be used for test learning.
4. Expansion Developing Skills
