English in Action: Course Two (Classic Reprint) - Hardcover

Inhaltsangabe

Excerpt from English in Action: Course Two

Probably there will not be time for all the language activities suggested. In that case the teacher has an opportunity to select. Slow pupils in a class may omit exercises or the more difficult sentences at the end of exercises. Slow classes should, and normal classes may, omit one or more units or sections for example, the unit on verse writing.

Not, by accident is In Action a part of the title. True to its name, English in Action provides (1) a maximum of examples and practice and a minimum of theory and rules; (2) training in using dynamic English in the ordinary relationships of school, home, and community and in integrating the active life and the intellectual activities of pupils; and (3) preparation for meeting intelligently and effectively the language situations of later life.

Learning to speak and write entirely by ear is, like learning to play the piano by ear, a superficial method. A_ person so trained never knows whether his sentences are well or badly built. One who understands functional grammar is sentence-sure. In Course One the emphasis is on the simple sentence. Course Two provides systematic training in reading complex sentences and building correct, vigorous complex sentences. Better Sentences Section 4 of Part II is an example of the application of grammar to the improvement of style.

Believing that no two teachers will wish to present the work in exactly the same order, I have divided the book into two parts, Exercises in Speaking and Writing and The Sentence and the Word. Part II, the Handbook, provides drill on the fundamental language skills for those who need it and is a reference book on correct usage for young speakers and writers. This arrangement and a full index and table of contents make it easy for the teacher to find the drill exercise which the class most needs at the hour and to use it as a preparation for speaking or writing. Although a study of adjective clauses, for example, becomes valuable only when pupils have a desire to use them as substitutes for some of their and and so compound sentences and have practice in using them in actual communication, most teachers prefer to decide for themselves when their pupils are ready for this application of grammar to the building of effective sentences.

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