OATE | 7} SUBJECT: 1 AL and Languagt Teaching (Dark 4) wha do we teath Enatish, langnaie in Lrag af a Foreran Vaasnane cad why do we Keach Front | aS a Second Fe cen \a in A\ erin) IucaSiq aad MorreCow . wha Spent 38 eat aSa Pet Secend Nan susge, ja Ahe US TWReSe. queShionS gee MS ually, have Pobkical Awl cerkion S$. And ib is ash Hea joo of ApO led LingyaSh “The Jct eb applied \ineiN C8ty be manike Shed in fio branches ein an SWering The vaSkions Dhak ba Leah and how to fea Ve anSwer Hy ue Shien sh _whak to _ each pwhich 3 Aha sain Concer ef app tied \naci St pth, AP plied Ving \S Called Pon te deSyqn a Course Pera \iVen, Srenp of \earner Sith Soyltabous designed Pa teaCh ina, English at the Primairy Stage Lol loa Completely KERereat From the Conrbe dle Signed For advan ed \eamner ITH Suilalous Haak 16 de Signed Per Students who are tid, motivahed 15 Gupledy difforent From a Course that ale Li sneak Lae Shuderk 3 Mok leash mobivetad or Unmakivatel, Andher job of Applied Jing wi St 15 40. an Swler Ve question How fo tenth - Hou! the Suslablis be appled 7 how Should TL introduce Hu wa eried , Sd Sahondbare! SUBJECT: 2 whekis Halo He Mae Lea Ghergwhok 5 Wa “yeh st learners »pwhok ane the Ph ivities Anak Ore eMPethed fo be wSed ine Cla Srocw These FAeShion S one. 2Pethed Aa be anSwereA by +we People boy educator and Veal Vingn sd The eee ye of apphed taaast a Aa de Si a CourSe and he if eMected 4s give Sagga Stier yy Mowte teat ushot kinds oh achiviies multe ued in de CAaSiraemr $5 ackuoly Ava jolo of AAR educter She applied VingaSt iS expected As eS jection THhadtt layne Anan puei's Beck, altivily beslganel_teadhe- 'S beosk.pate / / SUBJECT: Syllabus Design 3 AU} Lanjusge Teaching (pact 2) We applick Vequasvt VS asker to AcSigg Qa SyNaPus When AeSigning a SyMabus the apple Linguist aS te Follow Caran Sheps ota Pirst step IS Whot ASPecks of. Nongaye ar Funchieas of \anwage Siisuld lox Laaght.Lek's Vwi) im bok LY, an applicdk Marist Ty Called UP an inorder be AeSion a SyialouS For Ae Primary ov for Yue \whermecliake School Student S. Uhoak Shentsh 1 Vadhads An ti comrSe Cr tie Syllabus ) TA fest challange Far ma—whenr Ae Signing 4 SyMlalouS \S. dn Select AN Vinay SF yO ynscheri o).1 How Should VL Sele ch ths motterial 4 whok aspects all esvanage Should DL Chee Se} Shell 1 clee tc Grammer, Sheu B_choosa Phonslegys Sheakd 7 cheoSe teaching reading. SPeakingy eShewiy -o ec TE T work te ConStrerte on Grammar What type Gv emwor Should L CirceSe f, what apettS of Kammer Should T teath. Th T dont chooke Samagr we ChecSe, (efs Savy 1 Tunch von $ 3 whok Lansparye Fanckions Shotd L Sheose ,Shold I Shed Wik, indreduction » Sugge Stiens pgreed fay - orppoleaj2ine, teu SG, FF L£ want te de ay ess hae te Ste wilt, hae alia .@m tahaadDATE 1; 7+ SUBJECT: 4 of Vans 2 anc Fundkion § oF Nanyunrye Srodd We Sudied When TL ChoeSe AWS Vingndic wmnstteria whet an He Cryeria for Sele Ching ws wmadenal \— Dd havete a Ceomb for the doi cnty St Sheowid Start wilh 2a5. Buchu s and end wrth Afi ould One S ok. ave stion \S— how Can Lo deberming that tris Shruchee (& Arf fies k awk the otter Genchs ik wet | Afhicwkt? Tin HhiS caSeL havete hake \ahe aCeonwh Ae Swiladtie § anc AP fnevted bebween Hk NL anAT) fate 4a Start — WH, He SArittune tS Hak Gre Fonmd vn Naat of Ahem cnsh enh u@ WM, Ha diPeertes, @) Tntralanguene ‘aad Ind orlanguase Naa S My emphasis Etre Ssed on the language ASAP Tan, Prot Vanes nase Self tren) 5) Fer exaOle , - Coordanshiin Che Vicr ded To Coulslar dare Ong) ar Sentence 3 vt C4 sl ranks Sn 657 Oe jad”) V5 ea Sier tholy SulverdinAion (device ndechate Canine tue Senhontes of different ranks “Tso, A, belads 405. T didi Gme eta iene <3 fahand be carte ob vainpate / i SUBJECT: @ — Ark Tadadorve | a Ta the duche a, roach tae wuatterial )/ the seallai ae \earner rule Foy etanple, Preset Conk muons Aende SS ConStructed bog Stor tiny Lith coy 1S pare YW Then ta agited Ahern GF Kaul \e 5 and be aSkS Hon Xo ine mare eXawp las by Analogy. ae } sg Liq_case of Lacln chive approach ,T Start wit awn - \earnerS2.kawep le S aud a Sk Hatm, tho Induce, pakbecn, hak 13 Common amordy nn ekawpleS. One learner May San Hrak Heme relarionS hip_amony Hy Senhemoes 78 Wood. Ina of thew he Views 99 endS uP Hl sing teersenn, Ta Exgiish , IP we have _am,iS,arce Lins, wade hole enh CowtiauonS This ten Se $s 4 Sually __ peinberCd by adterbs lke mors ; eke. @ ErrorS ~ The applied bing ui St Shoal Suggest Qw fer fle tenther= to_ Corre learners? erverS, Here; Hi S JlarbuS de Siener Should ask. himSeff, aml Je actu &y oF Fluent. Let us Say Hk Ha Couric iS. PAecacemmasty 5 SahandDATE f¢ / SUBJECT: 6 Fineneey 76 MAS caSe ph teacher Should wok Corre A Ma \eparnerS ' evrarS Uunle $$ hey aherBer with the wndler Shanclinsy of Yr we Siege ov Ma evver S$ afbeck Va ComprehenSitn oh tue — wae Kase - Otter wike , evrer$ Usk doh -. Jweher Rey with We ComPrehen Sion. ot Wu wm @Siage Shewkd to< naglehed so aco _— TE the comese 1S_aPher accwraly Very Single evyerr_ov_mista ke Showtd he Corrected at once (est it Should FoSsi\iZed So, the _ reader i$ the msided Per bis. Sduolent Sto _ _\wewohebe- — “TRA. Se Conk Step aPtac Selecting he water af AS —ayrackingy _awch_ SequenCinsy now. Showa TL. Dhak oily cuninge the makeriol giHa in Hor werd, Sheil L Start 19 i Hy measly CouPreldin Sim Hon gramme, the Provun et akin, peort tet — om . Shad E Sha with 4vammu-?. So, gyrackk Ne masderial Chow the moberiol 1S ovarje wt doin — Me unity Tay SesymenCna, hou Ha wohertal, (Sarvomse A Sera Crass. units and Vena aCres$ woskS. 2S fabnnd