What to do with the classroom materials

This course was conceived primarily as a classroom resource, not as a reference tool. Therefore, it was felt appropriate for the description and explanation of new material (lexical and syntactic) to be presented by the teacher as and when the need arose and that its articulation correspond to the level of linguistic awareness of the body of students concerned.

The classwork is designed to maximise student participation and classroom interaction. New material is always introduced and exploited in the context of a classroom activity and it can be presented inductively or deductively depending on the teacher's style and the learners' preferences. A methodological rule of thumb is always to introduce new material in the context of what the students already know: thus ensuring that each step forward also recaps on material which the students have mastered and feel confident with.

More so than in traditional course books, teachers need to become aware of, and comfortable with, the material covered in each unit before starting to teach it. This is because the objectives of each unit outlined on their title page only refer to the core functions, notions and topics covered in a given unit.