b. that the most foolproof way to present those same structures is through examples, explanations, and teachersupervised drills. Here are the audiolingual courses (e.g. Appendix A ), and also the pattern-practice courses (e.g. Appendix C). Or you may decide:
c. that the most foolproof way to present the structures is through a series of activities in which talk agrees with action, action agrees with talk, and both go on together. The 'total response' experiments of Asher (1965), the 'Situational Reinforcement' of Eugene Hall, and the 'Silent way' of Gattegno (1970) all emphasize this principle, though in quite different ways. Or you may decide:
d. that there is some other way better than any of these.
You may also decide:
e. that the 'dry bones' of structure should be stacked near the beginning of the course; or
f. that they should be scattered throughout the course as a whole.
6. Before you begin each lesson, list a number of things that the student will be able to do in Sarkhanese at the end of it. These may take any of several forms.
a. things to learn through eliciting further information from instructors or from fellow students;
b. games (including free conversation!) that are fun in themselves;
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