Information collection & exchange

Description 
T
Two. What all the variations have 
th
are built in, but they are secondary to the major purpose of comm
E
F
of a series of one-page segments, followed by a one-page summary of the vocabulary and grammatical 
points taught in the segments. In each segment, students are given a model conversation on a useful 
subject. To practice the model, several situations are set up, in which students are given the
rmation as they create further conversations on the model. 

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Fig
 for Communication, Book 1 by Steven J. Molinsky and Bill 
Bli
on of Prentice-Hall, Inc., Englewood Cliffs, New 
Je
ure 7.8 From Express Ways: English
ss. Prentice-Hall, Inc., 1988. Reprinted by permissi
rsey. 

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igure 7.9 From Express Wa
F
ys: English for Communication, Book 1 by Steven J. Molinsky and Bill 
Bliss. Prentice-Hall, Inc., 1988. Reprinted by permission of Prentice-Hall, Inc., Englewood Cliffs, New 
Jersey. 

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Figure 7.10 From Express Ways: English for Communication, Book 1 by Steven J. Molinsky and Bill 
ew 
Bliss. Prentice-Hall, Inc., 1988. Reprinted by permission of Prentice-Hall, Inc., Englewood Cliffs, N
Jersey. 

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Figures 7.8-7.10 show lesson segments in which "this" 
which covers the topics of the telephone, ge
question "Is this 328-7178?" as the way to
'This" comes up again in Le
and "that" first occur. Figure 7.8 is from Lesson 2, 
tting around town, and social communication. Students learn the 
ask if the caller has reached the right number. 
sson 3, in the segment "Is This Bus Number 42?" (see Figure 7.9). Again, 
his" and "that" is presented in 
involves a different use of "this" 
-rather than pronouns). 
nicative language teaching argue that it improves on earlier 
se the language in natural situations and therefore leads to 
ent for situations not covered in the textbook or 
class, and that it is difficult to predict in adv
ich the student will need language. 
ithout being 
e the wrong 
e taught at this point in the book, but students need the phrase if they use 
out analysis of its components. While this practice 
to memorize an arbitrary set of words, which has 
tterned or structured items. 
d if your students expect grammar explanations, 
f the 
the 
the sentences as you go along. 
hes, and one that you will deal with on a daily basis as you 
lse. Common sense suggests that simpler things 
a variation on X, it is reasonable to 
book" is easier than the complex sentence "If books consisted of loose sheets 
od determine a sequence of sentence patterns from simple to complex according to 
rammatical criteria alone, then arrange lessons around that sequence. 
lessons shown in Figures 7.1-7.4 and 7.5-7.7, the sentence "This is a____ " is 
students learn the word in a particular context. The relationship between "t
Lesson 4 (see Figure 7.10), "Where Do You Want This Sofa?" This segment 
and "that" (as adjectives-"this chair," "that sofa"