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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5.2 Enmples ofM.Ntcrial Adrpt tion<br />
5.2.a (old lsdbook) Unit l0<br />
Ias<strong>tr</strong> (t.2)[workbook] Mix€d Gmmnw<br />
Tnditiomlly, gralMar l.ssons and r.aditg corprehmioD<br />
are <strong>tr</strong>€aled as if dEy dc otiy srs'nrnar €xercises. No disdstiu<br />
be$/een the two different t}?es of aclivity is made. P6saees e<br />
usually <strong>tr</strong>eaied to s€rve grallllnatical purposcs- So leslons like lhis<br />
(I.2) @ nomally done by first the !$cher going over the lesson<br />
oraiy ald the stude s sre asked to give lrswds oraly. An€l $at<br />
rhey @ told io fill in lh€ blank!. Ev€n thi, lal loid they Bualy<br />
opy th€ alr€ady *ti<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>€n answers on thc blackboard. Passagps .re<br />
not tEated a3 passages and dbcouse. ntey are l,awht a i$lated<br />
sotetls to s€ e grammatical ard syniactical purpoa€s, M@ing<br />
or ue is not look€d to. This lrel<s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong>cnt is rathcr a land ofdisionio<strong>tr</strong><br />
to the conmuricative pt!.ess of cv.ryday life wbere tbe .)i)!x!m is<br />
oi€r ina<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>e. not fom T€achine disclursc this way nisl.rd! lhe<br />
sMents for passages sbould be r.ad snd <strong>tr</strong>st€d for ften valB and<br />
!Ea.ing. If gmnm,r is necessary, then lhis corEs 4 a subsidialy.<br />
Passag€s aid dis.oule, iD gendsl, should not be tawht oDly for<br />
usage i.e., grdlE ard s<s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong> ctut€, bul for use d well not for their<br />
significalion but for th€n coEBunicative valE- Widdowson<br />
(1978r I 8). Coinmq " IGowire a lEnguagc is ofren takd to m€an<br />
bavilg a howledgc of 6E€ct usage. But ihis loowledge js of li<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>le<br />
uiility on it! own: it ha! to bc complenEntcd by a howledSe of<br />
Henc€ whal wa! don€ here was to adapt this passage lse<br />
appe<strong>tr</strong>dk 3 for onsinal t€xtsl, nol or y for srdraticai .nd ldicll<br />
tlEallent but also for appropriate coflnunicative prpos. Doing<br />
lhis was of double pu.pos€r leami'8 for oomuDiEtive language<br />
us€ and leaming for purpos€ of urdeubnding dle srMEatical and
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