5.Or does it??
At the same time, the 16-word vocabulary of the first sequence has been increased to only 25, an increase of only. 50 %, and the structural additions are either nil or very slight, depending on one's point of view.
6. How would the above exchange sequence have to be modified in order to incorporate basic facts about
(a) mechanic's tools?
(b) kitchen utensils?
(c) equipment used in stamp collecting?
7. In the following drill, the cue words are underlined. What is the purpose of the drill?
| C'est | le chassis. |
| C'est | la suspension. |
| C'est | l'essieu arrière. |
| C'est | la fonction du chassis. etc. |
8. Given the material quoted above, and given the desirability of 'drilling the negative,' what would be two ways of writing such a drill?
What circumstances--or what theoretical convictions-would make one of these ways preferable to the other?
What would be two ways of administering each drill in class?
What circumstances--or what theoretical convictions--would make one of these ways preferable to the other?
9. The correct placement of object pronouns causes trouble for most students of French. HOW, principally within the vocabulary of the above example,
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