Editorial Director: Allan Ascher Series Editor: Stella Reilly Development Editors: Susan Ianuzzi, Janet Johnston Director of Production:Rhea Banker Associate Director of Electronic Production:Aliza Greenblatt Production/Design Manager-Multimedia: Paul Belfanti Electronic Production Editor: Carey Davies Manufacturing Manager: Ray Keating Art Director: Merle Krumper Cover Coordinator: Merle Krumper, Eric Dawson Illustrators: Carlotta Tormey, Matthew Daniel, Betsy Day, Andrew Lange, Shelly Matheis, Gabriel Polonsky, Len Schalansky, Catherine Doyle Sullivan Realia: Carey Davies, Eric Dawson, Steven Greydanus, Michelle LoGerfo, Wendy Wolf Interior Design: Eric Dawson Cover Design: Carmine Vecchio © 2000 by Prentice Hall Regents APearson Education Company White Plains, NY10606-1951 All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-13-096478-6 Prentice-Hall International (UK) Limited, London Prentice-Hall of Australia Pty. Limited, Sydney Prentice-Hall Canada Inc., Toronto Prentice-Hall Hispanoamericana, S.A., Mexico Prentice-Hall of India Private Limited, New Delhi Prentice-Hall of Japan, Inc., Tokyo Pearson Education Asia, Singapore Editora Prentice-Hall do Brasil, Ltda., Rio de Janeiro Reviewers:Peggy Armstrong, Kaplan Educational Services;Leslie Biaggi, Miami-Dade Community College; Ulysses D’Aquila, City College of San Francisco; M. Sadiq Durrani, BNC Santa Cruz; Kathy Hamilton, Elk Grove Adult Education; Peter Jarvis, New York City Board of Education Adult Division; Kevin Keating, University of Arizona; Margaret Masterson, Bethune Middle School; Joanne Mooney, University of Pennsylvania; Janet K. Orr, Shanghai Centre, Beijing; Cheryl Pearson, University of Houston; Randy Schafer, Free-lance Instructor, Japan; Tammy Smith-Firestone, Edgewood Language Institute; Maria Rita Vieira, Yazigi Language Schools, Brasil ii CCoonntteennttss UNIT 1 Lesson 1 I’m studying in California. 1 Lesson 2 Do you have anything to declare? 5 Lesson 3 From One Culture to Another 8 UNIT 2 Lesson 1 You changed, didn’t you? 13 Lesson 2 Do you remember . . . ? 17 Lesson 3 Women’s Work 20 UNIT 3 Lesson 1 We could have an international fall festival! 25 Lesson 2 You are cordially invited. 29 Lesson 3 Fall Foods 32 UNIT 4 Lesson 1 Excuses, excuses! 37 Lesson 2 You value creativity. 41 Lesson 3 What is your learning style? 44 UNIT 5 Lesson 1 Is this the way to the festival? 49 Lesson 2 Come to the Winter Fantasy Festival. 53 Lesson 3 Yon Mi’s Journal 56 UNIT 6 Lesson 1 Don’t try to talk with that sore throat. 61 Lesson 2 AHealthy Diet 65 Lesson 3 Alternative Medicine 68 UNIT 7 Lesson 1 I planned to buy the smallest TV in the store. 73 Lesson 2 I don’t have enough cash. 77 Lesson 3 Can you save money when you spend money? 80 UNIT 8 Lesson 1 Have you paid the tuition bills yet? 85 Lesson 2 I want to open a checking account. 89 Lesson 3 Each dollar is a piece of your work. 92 UNIT 9 Lesson 1 I’ll be glad to give you a recommendation. 97 Lesson 2 Careers for Multilinguals 101 Lesson 3 Lynn’s Résumé 104 UNIT 10 Lesson 1 Something wonderful will happen soon. 109 Lesson 2 What will you do if you have the time? 113 Lesson 3 What will you remember them for? 116 Tapescripts T121 iii Unit Topics Functions Getting to Know People Making formal and informal introductions and greetings; asking for Introductions; greetings; forms of personal information; describing actions in progress; using appropriate 1 address; classroom behavior; cus- behavior in social situations; asking for confirmation; confirming a toms; traditions; culture shock; statement; engaging in small talk; reading for specific information; current/ongoing activities talking about everyday activities, customs, and traditions The Past and Past Experiences Sequencing events; asking about the past; talking about past experi- Childhood; personal events in the ences; comparing past and present; describing personal life events; 2 past; historical events; changing asking for confirmation about past events; reading a short magazine roles of men and women; pioneers article; discussing historical events and achievements; writing a simple and explorers autobiography Invitations and Messages Talking about possibility; issuing invitations; accepting and declining Homesickness; holidays; phone invitations orally and in writing; leaving and taking a telephone mes- 3 use; invitations; responses; leisure sage; writing down a message from an answering machine; talking activities; reminiscing; the right about ongoing past activities; reading for general and specific informa- thing to do in social situations tion; talking about the right thing to do in social situations Culture and Personality Making excuses; comparing classroom behaviors in different cultures; Variations Excuses; classroom reading about and discussing school policies; identifying personality 4 behavior; school policies; abilities; types; identifying abilities and talents; talking about personal and aca- personality types; academic goals; demic goals; making predictions about the future; discussing learning interests; learning styles styles; writing about future goals ATown in the United States Talking about places in a neighborhood; asking for and giving direc- Directions; the neighborhood; hol- tions; comparing two places in a town or city; reading for specific 5 idays; community resources; past information; talking about holidays; talking about past habits and cus- and present; comparing two cities; toms; writing a journal entry; describing differences between two cities the ideal city Healthy Living Today Talking about health problems and remedies; making suggestions; 6 Home remedies; doctors’ appoint- making a doctor’s appointment; giving advice; discussing a healthy ments; health advice; preventive diet; talking about food; planning a balanced meal; listening to advice and alternative medicine; healthy and taking notes about a healthy diet; reading about alternative medi- living; nutrition cine; writing a short report The Price of Convenience and Talking about purchases; writing a letter of complaint; exchanging a Comfort Stores and shopping; purchase; comparing features of stores and items; making a catalog 7 exchanging and returning; adver- purchase; giving reasons for returning a purchase; analyzing an ad; tising; consumer scams writing an ad Money Matters Talking about budgets; talking about past actions; opening a checking Credit cards; opening a checking account; calling an account information line; recording information in a 8 account; the American consumer check register; comparing budgets; interpreting a pie chart; listening to a radio broadcast for specific details; making a food budget; reading a newspaper article The Job Market Asking for and writing a letter of recommendation; matching skills and Conflict on the job; employment qualities with job requirements; reading employment ads; discussing 9 ads; job search strategies; the desirable jobs; calling about an advertised job; identifying parts of a résumé résumé; writing an employment ad What the Future Holds Talking about predictions; making promises; talking about future goals Predictions; memories; future and possibilities; sharing memories; predicting future events; talking 10 plans and goals about future plans iv Grammmar and Communication Skills Pronunciation LISTENING AND SPEAKING READING AND WRITING • Simple present vs. present con- Make introductions; ask for personal informa- Read for specific information; tinuous; affirmative and negative tion; talk about everyday activities; talk about set up a personal journal tag questions and short appropriate classroom behavior; confirm a responses: do/does andis/are statement; engage in small talk; discuss tradi- • Tag questions tions and customs • Simple past: regular/irregular Sequence events; ask about the past; compare Write a paragraph; make a time verbs; affirmative and negative the past and present; describe personal life line; read a short magazine statements; yes/no, Wh-, past tag events; ask for confirmation; discuss historical article; write a simple autobiog- questions and responses •Irregular events and achievements raphy; revise written material verbs: the present and past forms • Modals: can, could, may, might, Talk about possibility; invite someone by Write a message from an shouldand their negatives; past phone; accept and decline an invitation orally; answering machine; write pre- continuous: affirmative statements leave and take a telephone message; talk about dictions; write an invitation and yes/noquestions and ongoing past activities; talk about the right and a response to an invitation; responses • Reduced syllables thing to do in social situations read a newspaper article • Modals: have to, had to, must Make excuses; compare classroom behavior in Read about school policies; and their negatives, may(permis- different cultures; discuss school policies; talk write about goals; complete a sion); object pronouns; future about personal and academic goals; make learning style questionnaire; with going to future predictions; discuss learning styles identify personality types; • Minimal pairs: [b] [p] describe yourself in writing • Comparative adjectives: regular Talk about places in a neighborhood; ask for Write a paragraph; read for and irregular; used to: affirmative and give directions; compare two places in a specific information; write a and negative statements and town or city; talk about holidays; talk about journal entry about goals yes/noquestions and short past habits and customs; describe differences responses • Minimal pairs: [b] [v] between two cities • Imperatives: affirmative and Talk about health problems and remedies; make Take notes; read about alterna- negative; verbs followed by suggestions; make a doctor’s appointment; give tive medicine; write a short infinitives advice; discuss a healthy diet; talk about prefer- report; read and answer letters • Statement or question? ences, likes, and dislikes in food; listen to asking for advice; write about advice about a healthy diet an illness or accident • Compound sentences: and, or, Talk about purchases; exchange a purchase; Write a letter of complaint; ana- but, so; superlative adjectives: reg- compare features of stores and items; make a lyze an ad; write an ad for a ular and irregular; comparisons catalog purchase; give reasons for returning a school; write about fashion, with as . . . as purchase; role play business transactions; listen television ads, desirable prod- • Minimal pairs: [b] [d] to television ads ucts, and comparing stores • Present perfect: statements with Talk about budgets; talk about past actions; Record information in a check already, yet, with have/hasques- open a checking account; call an account infor- register; compare and make bud- tions and responses; too/either; mation line; listen to a radio broadcast for spe- gets; write about learning contractions • Full forms and cific details; listen to information about budgets English, credit cards, and saving contractions with have money; make a “to do” list • Complex sentences with before, Ask for a letter of recommendation; discuss Write a letter of recommenda- after, when, because desirable jobs; call about an advertised job; tion; read and write employ- • Minimal pairs: listen for information about a job and a job ment ads; write about skills [θ] thank/ [t] tank interview; role play an interview and abilities; read about careers • Simple future: will; willwith Talk about predictions; make promises; talk Write about predictions, super- yes/noquestions and responses; about future goals and possibilities; share mem- stitions, and goals real conditional: if-clauses; pos- ories; predict future events; talk about supersti- sessive pronouns tions • Contractions with will v Introduction Welcome to VOYAGES. This five-level course gives • become aware of some of the techniques that adult and young-adult learners a comprehensive set successful language learners have used to of communication skills in the English language. achieve their highest potential; Throughout each level, language is natural and • work with another student, a learning partner, authentic, and contextualized in lively, interesting in a cooperative venture to practice English and situations with which your students can easily reflect on their learning; and identify. The lessons in VOYAGESpresuppose that • write entries in a personal journal to reinforce its users are motivated by factors typical of adults, their English skills, and, starting in Book 2, to making the series appropriate for students who are reflect on their learning styles, their strategy high school age and older. Each lesson challenges use, and their progress in English. students by capitalizing on what they know or have learned, and by encouraging them to stretch just a Your encouragement and guidance of your little beyond their current stage of language students is an important factor in making the development. With each new step, students are “Strategies for Success” exercises doable and given a firm grammatical basis on which to build practical. Research has found that if students are their communication skills. simply told to do these exercises if they want to, only a very small number of students will do so. THE COMPONENTS OF VOYAGES So what is needed is your conviction that • students can gain significantly from performing self-help exercises outside the classroom; Each of the five levels of VOYAGESincludes four components to make your students’ learning • making some effort on their own—without the experience interesting and successful. teacher there for every step—develops students’ autonomy and pride in their accomplishments; 1.The Student Booksconsist of ten units each. Each • doing the exercises in a low-risk setting with a unit is divided into three separate lessons. Lessons learning partner will increase their motivation 1 and 2 introduce new language through dialogs, to learn English; readings, conversation practice, and task-based activities. Grammar is treated inductively as • writing in a personal journal helps to reinforce students first use new structures to complete simple language skills. communication tasks, and subsequently have their In other words, if you convey your own positive attention drawn to those structures. Lesson 3 outlook on strategy training and help your integrates and expands the functions and structures students to get started, they will be interested and taught in Lessons 1 and 2, and directs the students challenged to perform the exercises. toward a more personalized use of English. At the end of each unit all grammar, vocabulary, and 2.The Teacher’s Resource Manualsprovide clear communication skills are summarized. Each level procedures for teaching each page of the Student provides enough activities for approximately sixty Book. First, an overview lists the topics, grammar, class sessions of 50 minutes each. The material can and communication skills covered in each unit. be extended to ninety class sessions by using Then, step-by-step instructions for delivering corresponding Workbookexercises and activities classroom lessons are given. Also included are suggested in the Teacher’s Resource Manuals. explanations of grammar points, pronunciation pointers, information on cultural topics, tapescripts, One of the innovative features of VOYAGESis a answers for each exercise, optional activities for series of exercises called “Strategies for Success,” further practice, and specific suggestions for found at the end of each unit in Books 1 through 4. implementing the “Strategies for Success” modules. These sections are designed to encourage students to • do something on their own, beyond the Each Teacher’s Manualfor levels 1–4 includes a set of classroom, to improve their skills; tests: one mid-term (covering units 1–5) and one vi Introduction final (covering units 1–10). Each test is accompanied button allows for better maintenance of the site by directions to the teacher for administration and through teachers’ and students’ feedback. Online scoring. Aunique feature of the Student Placement activities are indicated in the Student Book with a and Evaluation Test is that it includes sections on symbol. spontaneous oral and written production. The Teacher’s Resource Manuals are designed so that FEATURES OF THE VOYAGES teachers new to the field will find all the information STUDENT BOOK they need to become immediately successful in the classroom. More experienced teachers will find a Each lesson opens with an attractive illustration wealth of suggestions to add to their repertoires. and a presentation of an authentic conversation or 3.The Workbooksinclude a variety of exercises to reading. be used either for homework or for extra • Exercises provide students with varied, classroom practice. The exercises strengthen the interesting tasks that are authentic, creative, and students’ competence in English and provide interactive. additional interest and motivation. The answers to • New vocabulary in the unit is systematically the Workbookexercises are provided at the end of practiced in a section called “Word Bag.” each unit of the Teacher’s Resource Manual. • Sections called “Hear It. Say It.” focus on 4.The Audio Programscontain recordings of pronunciation. dialogs, listening-comprehension exercises, and • Special new sections labeled “Strategies for other exercises for which hearing examples and Success” show students how to use learning models can enhance students’ learning. Exercises strategies outside the classroom. are recorded at normal conversational speed, using a variety of native speakers of English, so that • Another new feature, an “Online” section, students can build their listening skills and practice introduces students to simple Internet activities. correct pronunciation. Recorded exercises are • Sprinkled through the units are various cultural indicated in the Student Bookwith a symbol. notes and information pieces. 5.The Companion Website is an online feature new to • The “Wrap Up” exercise is a personalized the VOYAGES program. Ten online units activity that culminates each unit. accompany the Student Book.Each unit consists of • Two new self-check sections at the end of each clearly stated activity “Objectives”; “Web” activities unit help students to evaluate their learning that facilitate exploration of unit themes within a (“Checkpoint”) and to think about their multisensory learning environment; “E-mail” learning modalities (“Learning Preferences”). activities that prompt students to “talk”about unit • Summary pages at the very end of each unit themes by corresponding to a pen pal, encouraging summarize the vocabulary, grammar, and students to use unit vocabulary and grammatical communication skills covered in that unit. structures in a meaningful context; “Grammar” activities that feature instant scoring and feedback so students will recognize their strengths and FEATURES OF THE VOYAGES weaknesses immediately. The site also features a TEACHER’S RESOURCE MANUAL “Teacher Notes” section, which includes Vocabulary, Wrap Up, and Putting It Together sections,and • AUnit Overview listing (a) topics, grammar, and additional links to help facilitate student learning. communication skills and (b) skills standards The entire Teacher’s Resource Manual is available using CASAS and SCANS competencies. online for download. Navigating through the • Step-by-step, explicit instructions for taking website is simplified through easily identified students through each exercise. buttons. The “Preferences” button helps to manage student performance by having students e-mail all • An Answer Key for each exercise. of their answers to the teacher and to themselves for • Tapescripts for all audiotaped material. follow-up activities. The “Help” buttonprovides • Answers to Workbook exercises. support to the companion website. The “Feedback” Introduction vii • All the materials for the mid-term test (see Unit 5) U.S. Department of Education in the area of adult and for the final test (see Unit 10). These include: literacy. CASAS provides a framework for implementing quality programs with a built-in (a) photocopy-ready student test pages standardized accountability system for reporting (b) complete directions for administration results. The assessment, training, and evaluation (c) tapescripts for listening comprehension are based on the critical competencies and skill sections areas required for success in the workplace, (d) instructions for scoring and a scoring community, and family. summary sheet Each VOYAGESTeacher’s Resource Manualdisplays (e) answer sheets and answer keys. a Skill Standards Overview at the beginning of every unit so that educators and administrators can determine at a glance which competencies and BACKGROUND ON SCANS AND skill standards are addressed within a particular CASAS unit of the Student Book. The SCANS and CASAS skill standards are career THE VOYAGES APPROACH and vocational goals advocated by the federal government and by the State of California to prepare students for the demands and challenges of the VOYAGESfeatures the best of what has come to be workplace. These skills standards constitute a known as “communicative language teaching,” progressiveseries of levels of proficiency in language including recent developments in creating and communicative functions, as well as a general interactive, learner-centered classrooms. VOYAGES introduction to the technological and interpersonal provides students with natural, meaningful demands of the international workplace. contexts in which to practice the communicative functions of the language. As such, it emphasizes In 1990 the Secretary of Labor appointed a group the internalization of language structures and called the Secretary’s Commission on Achieving functions through practice in using the language Necessary Skills (SCANS) to determine the skills from the very first day. VOYAGESdeemphasizes people need to succeed. The commission was the use of grammar rule memorization, composed of 30 representatives of education, overlearning, translation, and teacher-centered business, labor, and state government. It was activities. When grammar practice and explanations charged with defining a common core of skills occur, they are kept simple and are always that constitute job readiness in the current embedded in real, communicative contexts. economic environment. VOYAGESemphasizes practice in all four Under separate auspices, the State of California language skills. In the process of helping students appointed an advisory committee in 1983 to help to acquire their new language, the teacher acts as a improve education in its primary and secondary facilitator and guide in a student-centered school system. In 1988 the state superintendent of classroom. The ultimate goal of this series is to public instruction broadened the scope of this provide students with the fluency needed to use initiative, appointing an adult education advisory English in unrehearsed situations outside the committee as well. Their report, entitled Adult classroom. How is this goal achieved? Education for the 21st Century: Strategic Plan to Meet California’s Long-Term Adult Education Needs, extends 1. By presenting language in meaningful, California’s educational mandates to include ESL communicative, and functional contexts. programs for adults. The criteria in the Strategic Plan form the foundation of English-as-a-second-language VOYAGESemphasizes using language functions Model Standards for Adult Education Programs. in meaningful, communicative contexts and not using individual structures, forms, or sounds in The Comprehensive Adult Student Assessment isolation. Dialogs are used not for rote System (CASAS) is a widely used system for memorization, but for adaptation to pair and assessing adult basic skills within a functional small-group work. And rather than focusing on context. It has been approved and validated by the viii Introduction mastery through memorization, “overlearning,” developed. For example, a spoken answer follows and drilling, VOYAGESplaces emphasis on a spoken question, a written response may follow students’ attempts to communicate spontaneously, the reading of a letter, and so on. even if those attempts have errors in them. Students are encouraged to take risks and to use a 3. By focusing on student-centered trial-and-error approach as they try out their new learning with the teacher as facilitator. language. Class work is learner-directed so that students gain confidence and eventually attain VOYAGESencourages teachers to be more the fluency and accuracy in the language. facilitators of the students’ language acquisition process and less the directors of a language class— Grammatical structures have their place in to be less directive, but no less effective. This VOYAGEStoo, but not as isolated patterns for means motivating students to grasp the language analysis and rule memorization. Instead, all through their own involvement in a meaningful structures are taught within a functional and and communicative process, which necessarily communicative context. As students progress involves risk-taking and trial and error. through units that are grammatically sequenced, VOYAGESis a student-centered series; it focuses on they practice functional language that enables student “ownership” of the English they are them to accomplish specific communication goals. learning from the very first lesson. Once students In this way, students have a chance to use the have been initially exposed to correct language language at the same time as they learn about its models, they are expected to take the lead in using structures and functions. them. For example, in the Teacher’s Resource Manual, the students, not the teacher, ask the questions, Each unit helps students do things with the write the answers on the board, give the dictations, language they are learning—to use the natural and so on. Exercise instructions frequently specify functions of language in familiar, meaningful that students work in pairs or small groups not contexts. For example, they may learn to greet only to practice a given conversation pattern but someone (“Hello. How are you?”), to ask for also to expand on it creatively. The teacher’s role is information (“What time is it?”), to make a generally that of a facilitator and monitor of the suggestion (“Let’s go to a movie tonight”), to give language learning and acquisition process. Of an opinion (“I think he’s happy because he doesn’t course, you are expected to be in charge of the have to get up early”), and so on. overall syllabus and how it flows, but you need not direct all the activities at all times. VOYAGESprovides a wide range of opportunities for English language practice. This is achieved Above all, VOYAGESencourages students to through student/teacher interaction and a great deal communicate creatively. Lesson 3 of every unit has of pair and small-group work in which students student-centered activities that motivate the expand on structural and functional models and students to integrate and apply in an original thus gradually learn to express themselves creatively. manner the skills and content they’ve learned in Lessons 1 and 2. For example, exercises have students “Write a postcard . . . ,” “Interview a 2. By encouraging the integration of all classmate...,” and so on. four language skills. Certain language teaching methods defer teaching 4. By assigning a secondary role to reading and writing until speech is mastered. structural information and a minor role VOYAGESadvocates the use of all four language to translation. skills—listening, speaking, reading, and writing— In Getting Started, structural (communicative) from the very first lesson. Each unit includes information is summarized at the end of each unit activities in each of these skills areas. Emphasis is because research has demonstrated that students placed on listening activities as one of the main should first receive meaningful and communicative sources of comprehensible input for the student; practice in the target language. Translation of therefore, tape recordings and tapescripts with vocabulary items or whole phrases and structures meaningful and communicative contexts are into a student’s native language should be resorted provided for every lesson. The natural to only if other means, such as paraphrasing, interrelationship of the four skills is exploited and Introduction ix gesturing, and using visuals and diagrams, have Speaking failed to get the message across. In this way, students There are many different kinds of speaking won’t come to depend on their native language as a activities in VOYAGES. They range from choral crutch. Research shows that frequent or excessive repetition and other forms of teacher-student translation can markedly slow students’ progress. practice, to student-student practice, to free, creative conversation. In each case, the Teacher’s GUIDELINES AND SUGGESTIONS FOR Resource Manualprovides detailed suggestions on USING VOYAGES how to proceed. As a rule, follow these general guidelines for all The following are some guidelines and suggestions speaking activities. for using VOYAGESby skill area, with additional 1. Make sure your students understand what notes on grammar and vocabulary. More specific they are saying. This means that you may need to tips on classroom activities in all of these areas are provided in the Teacher’s Resource Manuals. preview vocabulary, grammar, or context cues. In some cases, students will be practicing phrases whose component parts they may not completely Listening understand. For example, in Unit 1, Lesson 1, they are taught to use “How are you?” as a formula, All of the listening activities in VOYAGESare without necessarily understanding question recorded on cassette, with tapescripts in the Teacher’s Resource Manual. As a general rule, use formation or verb inversion. At the beginning of the following procedure for listening exercises. the book, the main thing is that they understand what they are asking when they say “How are 1. Preview the context of the listening exercise by you?” One way of ensuring that they understand discussing where the conversation takes place, meaning is to allow for or provide a native who the speakers are, and the purpose of the language translation of the question. conversation. You might write new vocabulary items on the board and check to see if your 2. Know how and when (if at all) to correct students understand them. It is important, though, pronunciation and grammar errors. You do not to remind students that the usual goal of a need to correct every single error that a student listening activity is to remember not the specific makes. If you overcorrect, your students will words or structures, but the main idea(s). become discouraged and will stop trying to make an effort to speak; if you undercorrect, they may 2. Make sure that students know exactly what learn incorrect forms of language. Your job is to they are expected to listen for: grammatical cues, find the optimal point in between. Here are some particular vocabulary items, specific information, points to bear in mind. overall meaning, or all of these? Before you begin, be sure to give students an opportunity to ask you Focus on errors that affect meaning, not on those that any questions about the exercise. only affect form. For example, a student who 3. Play the cassette or read the tapescript (in a pronounces the word thatso that it sounds like “dat” normal, conversational tone) as many times as will still be perfectly understood when he or she you think necessary. Students often gain says, “Dat’s all right.” Likewise, a student who says, “comprehension confidence” through repetition “They always walks home from school” will be of material. perfectly understood. Research shows that most errors of this type are eliminated by the student over 4. Allow the students time to give their responses time through natural exposure to the correct forms. to a listening activity. The recordings leave ample pauses for this purpose. Students respond by Give students a chance to discover and correct writing the answers in their books, on separate their own errors. For example, if a student says paper, or on the board, or by answering orally. “Eats good” for “It’s good,” you might say, “You’ve made a slight mistake. Try it again.” If the 5. Sometimes it’s necessary to play the cassette or student still can’t discover the error, then simply read the tapescript one more time after students point it out for him or her by saying “What’s have completed all aspects of the exercise. In this good? Tell me again.” way, students can check or verify their answers. x Introduction