I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
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. nEy change or ldd infonnation oftheir om<br />
. Any fom that conveys the <strong>tr</strong>ss.8e is accepted.<br />
. Thi+ ofcou6e, i5 optioDal; it is only for lhos *ho wdt.<br />
After the lesson:<br />
- Thes€ two lessos werc a<s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong>ong d€ most intereling l€ssors<br />
ubich show€d a Sreat su.tss ard which werr a.coding lo tbe<br />
-- AI tle class (dcept for r few weak students) wanted !o act<br />
- Mdy hteGtirg id€as. bpics, Dame of comPani6 *ere<br />
sugges&d by dE lerD€ls.<br />
- Thosc anrd€nb who are flucnt appeffed to ih€ suhce and<br />
werc encluraSed by <s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>€ teacher.<br />
- Tbe students bsaBe mre inclined to ue Eqlish for<br />
asking questions inquiring abou! 6jngs or words elc<br />
* i.c! di.logu. t@k r*o p.riod! (90 Di!!t6),<br />
LESSO 2.a (3-1):<br />
gebre-AlEP!3ge!<br />
. By now tlE snldmts should hav€ mme to <s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong>o{, what they are<br />
required lo do wilhod Se oeld for tle tea.hs !o t ll them ehal<br />
. They also sbould have c6De !o deleBiF how to do lhe<br />
rcrivities (in pairs, srcupq or individually).<br />
. Ih€ leichcr's role is, as a fu)al rcso<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong> to b€ contultcd wben<br />
. Ore ofth€ things t}3t aI€ hardly iouched woD ud.r tlditional<br />
approaches is teaching s<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>dena some social vEluEs and nonns of<br />
behaviors that are desirabl€ lik. usirg som Dotes showitg tbat<br />
$e roorD or tie house resident is out or i! th€ place.
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