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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5.1 Exlmples of L.ssons Plsns<br />
5.r... Tbe old Tenbok [EDslbb tor Yene<strong>tr</strong>l UNIT I 0<br />
5.1.1 Grammrr Exerci..: Mired Gr.mnrr pnctic. [W.B.l:<br />
(Se€ appendix 3)<br />
The Be<s<strong>tr</strong>ong>hr</s<strong>tr</strong>ong>vioral Obiecdv€s:<br />
By the end of lhis leren tbe stud.nis should be abl€ io:<br />
L Reproduce th€ isolat€d sentences as a passage.<br />
2. FiI in the blaDk by them.selv.l.<br />
3. vork in smal groups and pairs.<br />
4. Aruw€r some comp.€heDsion questioN about the Pasgq<br />
Revision of the previous l€sson(Two Po€ms)<br />
. Whal is lhe \r,ord 'inviution' m€an?<br />
. k dte slory a <s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong>P oE?<br />
. Wbere is ihe nimr hegi.g?<br />
. Why do€s $e poet Be th€ 'child'?<br />
Presentshon:<br />
. Teachei ha to infom tle sMents thai the exercise should<br />
bc deslt with mt 6 isolatcd sentaq bld Btls a 3<br />
. ftey shodd read tle passag€ for the n€aDing Dot for<br />
. T@hs should explain the rFison for this kind of<br />
beatme - The folowing r€asoff @ b€ givet<br />
I . Readine for meeins is 'nore helptul<br />
2. It is morc @listic o! we do in rcd life.<br />
3. G|?llllM Lhougb inponanr yet il is ml every thio&
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