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The lessons focus on introducing only one new grammatical feature per session while repeatedly drilling earlier words and constructions. Instruction is designed to use thought and concrete actions with minimal teacher talk, emphasizing correct pronunciation, reinforcement through timed repetition, and practical preparation for continuous discourse. 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The matter of the book hasbeen arranged so that each lesson shall introduceonly one new feaiture,apart of course from new words,and at the same time shall repeat,in forms varying tomeet the requirements of drill,words and construc-tions previously learned.  \nThe thought expressed by the English sentencesused in the first two parts of the book can be readilycommunicated to the pupils by the use of objects,gestures,motions,and signs,and always should be socommunicated when being presented for the firsttime.  In the early stages of the instruotion manyof the most important processes of learning oraland written speech must of necessity take place inthe presence of the teacher and under her immediateobservation and conitrol.  While these are going on,however,the teacher need ultter no words,and in-deed should utter none,except what are requiredto make the original utterance of the English phraseor sentence that is being taught,and except what arenecessary afterward to repeat it from time to time atthe proper moment in order to correct the learner'spronunciation and to reinforce his new impression.If the recitation is rightly conducted,no talk by theteacher is ever required to arouse interest or holdattention.  Oral explanations and suggestions made  \n# PREFACE\n\nwhile the main objects of the lesson are the center ofattention may be dispensed with altogether;and ifoffered,they usually come as a distraction and adistinct hindrance to learning.   But the zealousteacher particularly,although she may know this,often finds it difficult to refrain from attempting suchassistance.So important is it,indeed,to avoid divert-ing and confusing the learner's aittention at this timethait the lack of a convenient medium of oral com-munication between the teacher and the learner seemsto be,on the whole,not a hindrance,but an aid toteaching;it helps to keep the teacher quiet while theseimpontant learning processes are going on,and resultsin allowing the learner's attention to be riveted to thethought and English expression alone.Accordinglythe direct route to the end aimed at in the first stageof the instruction is through thought suitable to teach-ing,exhibited by means of concrete acts without com-ment.  \nIn ithe matter of the selecition of words,the aim hasbeen to present the necessary elements of vocabularythat are common to all kinds of discourse rather thanto introduce an elaborate array of special nouns andverbs,for which the beginner is sometimes supposed tohave an immediaite and urgent need.The book is in-tended to lead up to and make a slight beginning atusing continuous discourse,written and oral,as ameans of further study of English.The first twoparts,which are preliminary tio the use of continuousdiscourse,can be learned in a comparatively shorttime,say from six weeks to two months.  Con-sequently it has been thought best not to overstressnouns and verbs at the expense of relational words.It is interesting and worth while in this connection itorecollect that while relational words are only a com-paratively small part of English vocabulary,yet ofall the words found in _a given piece of ordinary  \nPREFACE  \nEnglish discourse,relational words constitute some","cbCaiap8r3CKNVZx","https://ap.wps.com/l/cbCaiap8r3CKNVZx","pdf",8845388,180,"English","# PREFACE\n## Purpose and teaching goals\n## Lesson structure and repetition\n## Teacher role and classroom communication\n## Vocabulary selection and relational words\n## Teaching experience and lesson effectiveness","[{\"question\":\"What is the main purpose of the book?\",\"answer\":\"To present convenient material for teaching adult foreigners how to construct English sentences and, at the same time, provide beginner-level vocabulary.\"},{\"question\":\"How is each lesson structured regarding new content?\",\"answer\":\"Each lesson introduces only one new feature in addition to new words, while repeatedly revisiting previously learned material through drills.\"},{\"question\":\"What teaching method does the preface recommend about teacher speech?\",\"answer\":\"The teacher should minimize oral explanations, using objects, gestures, motions, and signs, and speak only to produce the required original English phrase or sentence and then repeat it to correct pronunciation and reinforce learning.\"}]","THE BEGINNER’S ENGLISH BOOK - Preface | PDF",1790869055,454]